A f rarttral 

l&Htmtwn manual 

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A Practical 

Recreation Manual 

for Schools 



Compiled by 

LEBERT HOWARD ^EIR 

AND STELLA WALKER DURHAM 

Field Secretary 

AND Assistant Field Secretary 

Playground and Recreation Association 

OP America 



Issued by 

J. A. CHURCHILL 

Superintendent of Public Instruction 

for OREGON 



(Copyright 1914) 






B. Of ft. 

AUG r^ 1914 






fx 



DEPARTMENT OF EDUCATION 
STATE OF OREGON 



J. A. CHURCHILL, 
Superintendent of Public Instruction. 

E. F. CARLETON, 
Assistant State Superintendent. 

FRANK K. WELLES, 

Assistant State Superintendent. 

N. C. MARIS, 

L. P. HARRINGTON, 

Field Workers Industrial Fairs. 




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A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



DEDICATION 



^O THE CHILDREN OF OREGON, to whom 
Ml Nature has bequeathed broad plains to 
^^ roam, high mountains to climb, clear rivers 
to swim and warm sunshine and gentle rains to 
make them strong, this book of Plays and Games 
is dedicated. If it shall add a little to their good 
health ; if it shall subtract one tiny whit from the 
drudgery of their necessary tasks ; if it shall divide 
their hours of childhood sorrow by days of merri- 
ment; if it shall multiply by the smallest fraction 
their youthful joy in living, then will its authors 
have been greatly rewarded. 



A PRACTICA.L RECREATION 



INTRODUCTION 



3N compiling this manual the aim has been to 
get together whatever material on the sub- 
ject would be of most immediate and prac- 
tical help to the teachers of Oregon. In order to do 
this we have borrowed freely from many sources. 
Acknowledgment is especially due to E. B. DeGroot, 
secretary of Chicago Playground Association, for 
information upon equipment; to Jessie H. Ban- 
croft, from whose book, Games forthe Playground, 
Home, School and Gymnasium, many of the games 
have been taken, and to George E, Johnson, whose 
Education by Plays and Games has been a never- 
ending source of inspiration. 

To Robert Krohn, Director of Physical Train- 
ing in the Portland Public Schools, and to Cecile 
Boyd of the Physical Training Department of the 
Portland Y. W. C. A., we wish to express sincere 
gratitude for practical suggestions and criticisms. 
Lebert Howard Weir, 
Stella Walker Durham. 



MANUAL FO R SCHOOLS 



CONTENTS 



Introduction 
Chapter I . 

Chapter II 
Chapter III 
Chapter IV 

Chapter V 
Chapter VI 



Play and Education 

Equipment 

Types of School Buildings 

Plays and Games 

Festivals and Special Days 

Athletic Meets 
Athletic Badge Test 

Field Meets 

The Social Center 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



11 



PLAY AND EDUCATION 




HE value of play as an integral part of an 
educational system is beginning to receive some 
measure of the recognition that it has not had 
since Greek civilization was at its height. Theo- 
retically we all accept the Greek ideal of an 
educational system that shall concern itself 
equally with the physical, mental and moral welfare of the 
individual. Practically, in this country, we have ignored the 
physical, given less and less attention yearly to the moral, and 
concentrated on the mental. 

The inevitable results of such a system are already manifest 
m America, in a generation of high-strung, nervous people, 
excelling in scientific genius and commercial shrewdness, but 
lacking in physical vigor, 

•It is a matter of history with which all are familiar that, 
while all her people deemed it an honor to struggle for the 
laurel leaf, Greece led the world and set a standard for all time 
in art, science and literature. The degeneracy of Greece came 
to pass with the degrading of athletics into mere professional 
contests. Greek educators first built up the body. Their physi- 
cal training system was a perfectly balanced one, calculated to 
give health, strength and grace. To accomplish this they made 
use of athletics, apparatus work, dancing and, to a large degree, 
of plays and games. 

While there is much to be said of the value of play in the 
devolopment of mental power (alertness, rapid thinking, quick 
decisions are necessary in a good game) , there is still more to 
be said for the moral value of it. Where there is selfishness 
and dishonesty, play cannot continue. The child who cheats 
becomes an outcast. The rules of clean sport are the precepts 
of right living. How many of the phrases we use to designate 



12 A PRACTICAL RECREATION 

honest dealing come from games, as "fair play," a "square 
deal," etc. 

To give dares and to take risks, to strive with all his might 
to win a goal, develop a boy's will power, while at the same 
time the restraint that he must exert not to play out of his 
turn, not to start before the signal and not to take an unfair 
advantage of his opponent, must needs develop self-control. 

But the chief benefit to be derived from play, important 
as is its value mentally and morally, is in its value as physical 
training. A game that brings into play all the muscles of the 
body, without the player being conscious that he is developing 
his muscles, is the ideal form of exercise. 



MANUAL FOR SCHOOLS 



13 



EQUIPMENT 




CHAPTER I 
Distinction Between Equipment and Apparatus 

[QUIPMENT includes apparatus but apparatus 
does not include equipment. Equipment is the 
inclusive, attracting and interest-sustaining 
element of a playground. Apparatus is merely 
the appendage of equipment. A great deal of 
trouble and poor results come from the fact 
that too much attention is paid to apparatus and not enough 
to the vital points of the playground, such as space, surfacing, 
beauty, etc., and especially the play leader or leaders. 

Extent of Grounds 

No grade school should be located upon less than three 
acres of ground, no matter how few children attend, and five 
acres or more would be better. No high school should be 
located upon less than five acres, and ten or fifteen would be 
better. In Riverside, California, a city of 15,000, the new high 
school is built upon twenty-eight acres; in Pasadena, upon 
sixteen acres; Jefferson High School, Portland, Oregon, upon 
six acres ; and Lincoln High School, Tacoma, Washington, upon 
ten acres. 

The reasons for larger grounds for modern schools are: 
First, organized plays and games, especially the highly organ- 
ized games like baseball and football, require more space — the 
former needing exactly two acres and the latter one and three- 
fourths acres ; secondly, school gardens and agricultural work ; 
and lastly, the use of the large school ground as a community 
park and recreation place, both in rural communities and in 
towns and cit'es. The enlarged school grounds make the ideal 
basis for developrnent of a rural town and small city park plan. 



14 A PRACTICAL RECREATION 

Grading and Surfacing 

Taking all things into consideration, a level surface is neces- 
sary'. Therefore, if the ground be rough or sloping or filled 
with small mounds or stumps, rocks, etc., the first thing to do 
is to make a smooth surface. 

The best surfacing is sod, but where the playground is 
small, with a great many children using it, and there is much 
rainy weather, some sort of firm surface ought to be provided. 

Cinders are used quite extensively in some places but they 
are rough and are difficult to get in sufficient quantities on 
the Coast — not a satisfactory surface. 

Sawdust or tan bark is used in many places, makes a fairly 
satisfactory temporary surface, is cheap, etc. ; however, it 
becomes very wet in rainy weather and dusty in dry weather — 
not recommended except as a temporary surfacing. 

Torpedo sand (sand made up of little pebbles of about a 
quarter of an inch in diameter from which dust and dirt have 
been removed) spread over a subsoil of clay or loam to a depth 
of one stone deep, well rolled and sprinkled, makes a very prac- 
tical surface. Cost, about $1.50 per cubic yard. One cubic 
yard will cover about 100 square yards of playground surface. 

The following is considered the most durable, serviceable 
and practical surfacing ever devised — composition of cork, 
sand, stone and asphalt: 

Cork (pieces Vs to i/4 inch in diameter) . 16%% by weight 
Stone (pieces V& to % inch in diameter) . 16%% by weight 

Sand 331/3% by weight 

Asphalt 331/3% by weight 

If subsoil of sticky clay, first place cinders to a depth of 
twelve inches, well rolled. If sandy subsoil, place four inches 
of cinders. Cover with two inches of stone (pieces 1/2 to I14 
Inches in diameter) . Roll well. Place upon this foundation 
the above mixture spread to depth of one inch. Roll with a 
hand roller weighing 1,500 or 2,000 pounds. Spread over the 
surface thus formed a light covering of sand or crushed gran- 
ite. Cost varies from 60c to $1.60 per square yard, exclusive 
of grading and foundation of stone and cinders. 

It is well to add that the problem of playground surfacing 
has not been satisfactorily solved. 

Note. — Cost prices given in this chapter are prices prevailing in the 
Middle West. 



MANUAL FOR SCHOOLS 15 

Drainage 
The best plan is to make the whole area of the playground 
slightly convex, placing catch basins (if used) or open drains 
at the outer edge. Of course, if the ground has a natural slope 
in one general direction, all drainage necessary is secured with- 
out trouble. 

Fencing 

Experience has shown that in the larger towns and cities, 
fencing of the playgrounds is an absolute essential to their 
proper control. This may not be necessary in small towns and 
rural districts. 

An iron fence with metal posts embedded in cement can be 
constructed at a cost of from 50c to 75c per foot. 

Iron picket fence of indestructible character can be secured 
for about $1.50 per foot. A very good fence can be made of 
wooden posts with a heavy wire mesh stretched upon them and 
then covered with vines. The fence should be about six or 
seven feet high. 

Lighting Playgrounds 

In any community where it is desired to use the school play- 
grounds in the evening, some method of lighting the grounds is 
essential. Experience has shown that the greatest attendance 
upon the playground will likely be after supper, especially when 
the playground is maintained during summer months. The 
after-supper hour is the witching time of play, as every father 
and mother can remember. 

Lighting does away with the moral danger which too fre- 
quently arises from an unlighted playground. If electricity is 
used, the wires for lighting should be brought in underground. 

Make Playground Attractive 

Do not fail to beautify the playground with plants, shrubs, 
flowers, grass plots, vines, and for the school building pro- 
vide flower boxes for the windows. Shade should be amply 
provided in that portion of the playground where the little 
children play. The girls' portion of the playground should have 
a shady nook for quiet games, story hour or handwork hour. 
The school playground should be the prettiest and most attrac- 
tive place in the community. Too often it is the barest, most 
desolate and most unattractive place. 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 17 

Water 

In towns having water systems, one or more bubbling foun- 
tains on the playground are essential if the ground is used in 
the summer. 

Toilet Facilities 

It is hardly necessary to mention this, inasmuch as every 
school is more or less amply provided with these facilities. How- 
ever, too much stress cannot be laid upon the necessity of keep- 
ing toilet facilities in as perfect sanitary condition as possible. 

Where the toilets are located in the basement of the school 
and the playground is used during vacation, some arrangement 
must be made to shut off the remainder of the building. This 
can be done by placing substantial gates in passageways leading 
upstairs. 

Baths 

No modern school building should be constructed without 
shower baths. Of course, this is practically possible only in 
those towns and cities having a water system or where the 
school has an individual water system. Shower baths are a 
very necessary adjunct to the playground, and while best 
located in the school building, it is possible to make a shower 
bath on the playground for summer use by placing the bath 
over a catch basin surrounded by a canvas wall. Such a bath 
may give as much joy to the children as a $10,000 bath house. 

Location of Building 

The principle to be followed in the location of buildings is : 
*'What position of the building will allow the largest possible 
area of unbroken play space?" Location in center of grounds 
is usually a mistake. The best location will largely be deter- 
mined by shape and toDography of ground. In general, how- 
ever, the building should be placed well toward the edge of any 
one of the sides or any one of the corners, allowing thus the 
maximum free space for play. 

Division of Playground Space 

The playground may be divided upon a basis of area, attend- 
ance, activities and age. Boys, as a general rule, require a 
greater amount of space than girls or little children (children 
under eight or ten years of age). Boys and girls up to ten 






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A PRACTICAL RECREATION MANUAL FOR SCHOOLS 19 



years of age may safely play together on the same playground. 

The play and game life of adolescent boys and girls differs 
widely, calling for separate spaces. However, there is no good 
reason why boys and girls of this age should not play some 
games together, such as blackman, prisoner's base, etc. 

On some of the school playgrounds of Oakland, California, 
it is not unusual to see a girls' playground baseball team pitted 
against a boys' team. The general moral and social results 
have been good. Outdoor gymnasium apparatus for boys and 
girls, however, should be separate. 

Apparatus for Children 

Sand Court 

This will be the first selection for the small children, a pile 
of sand inclosed by either wood or cement walls from twelve to 
fourteen inches high. Twelve by sixteen feet makes a good 
sized court. Place over some porous surface so that water may 
seep through. If made with cement bottom, allow for perfect 
drainage. Sand must be cared for regularly two or three times 
a week by clearing it of all rubbish, pieces of paper, bread, 
peelings, etc. 

There is no great danger of disease in the sand court if it is 
exposed to the sunlight and the sand is turned over thoroughly 
and kept free of rubbish and washed thoroughly with running 
water occasionally. 

Wading Pool 

The wading pool is a never-ending source of delight to the 
little tots. It may be made by scooping out a hole in some por- 
tion of the playground, lining the basin with clay and covering 
with torpedo sand to a depth of four to six inches. Make provi- 
sion for draining the pool when necessary. The water should be 
let out every few days and the pool allowed to bake in the sun. 

A concrete pool forty feet in diameter, twenty-four inches 
deep at the center and eleven inches deep at the sides can be 
constructed for a cost of about fifteen cents per square foot, or 
a total cost of $188.55. 

In filling the pool the water should be kept at a depth of 
about eighteen inches at the center and five inches at the sides. 

The sand court might be placed to advantage around or 
partially around the wading pool. 



a practical recreation manual for schools 21 

Swinging, Teetering and Climbing Apparatus 

Children Ten Years of Age or Under 
There should be from six to twelve rope swings attached to 
an iron p.ipe or a wooden frame about twelve feet high ; four to 
six seesaws and one set of sliding poles (slanting about sixty 
degrees), a vertical ladder and two to four climbing poles are 
recommended as climbing apparatus. These pieces of appara- 
tus may be attached to the frame supporting the swings. An 
athletic slide is a never-ending source of enjoyment. Another 
popular piece of apparatus is the giant stride, which can easily 
be made by placing a small wheel of a wagon or cultivator on a 
spindel on top of a stout pole firmly planted in the ground, 
ropes being fastened to the rim of the wheel. 

For the larger boys and girls of this group there should be a 
plentiful supply of balls, bats, nets for volley ball, quoits, ring 
toss and other miscellaneous supplies according to desire and 
need of the teachers and children. 

Apparatus for Larger Girls 

Eleven to Sixteen Years 

For the girls of this group there should be a plentiful supply 
of balls (playground ball, volley ball, basketball), nets (volley 
ball and tennis) , goals, quoits, ring toss, bean bags and other 
similar apparatus for plays and games. 

A platform of cement or wood for folk-dancing and other 
rhythmic games where chalk marks are used is desirable. How- 
ever, these exercises might be carried on in the auditorium, 
halls or rooms of the schools. Movable seats are essential for 
activities in the regular class room. For the girls some kind of 
musical instrument is desirable. If a piano is not available, the 
victrola is recommended. Folk-dance records can be secured 
from the leading companies manufacturing records. 

Finally, there should be a set of apparatus consisting of 
from four to six swings, the same number of teeters, climbing 
facilities, one set of traveling rings, etc. These should be 
attached to an iron or wooden frame about fourteen feet high. 
The posts supporting the frame to which the various pieces of 
apparatus are attached should be set from four to six feet in 
the ground and embedded in cement. 

Apparatus for Larger Boys 
Needed for this group are supplies for plays and games, 
such as balls, bats, nets, goals, quoits and, if possible, a hand- 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 23 



ball court. Secondly, apparatus to supply athletic needs, such 
as vaulting standard, vaulting poles, high jump standard, chin- 
ning bars of varying heights, shot put rings and eight- and 
twelve-pound shot, and hurdles. If playground is not large 
enough for circular running track, provide at least a straight- 
away running path from fifty to one hundred and twenty yards 
in length. Thirdly, outdoor gymnasium apparatus consisting 
of flying rings, traveling rings, climbing ropes and poles, slid- 
ing poles and vertical ladders, and horizontal bars at varying 
heights, all suspended from an iron or wooden frame from 
fourteen to sixteen feet high. 

Swimming Pool •' 

In the most modern school buildings in this country, swim- 
ming pools are included. The swimming pool is a complete 
playground in itself and is strongly recommended in all high 
schools, and even in grade schools, in those towns and cities 
having water systems. The chief drawback to the swimming 
pool is the expense of construction and operation, the former 
ranging all the way from $1,500 to $8,000, depending upon the 
size. Natural facilities, such as lake or river or ocean, should 
be taken advantage of in teaching the children and young peo- 
ple to swim — ^but swimming under such conditions should be 
under careful supervision because of moral and hygienic rea- 
sons, and to insure safety to life. The best example of school 
swimming pools on the Coast is found in the new Lincoln High 
School at Tacoma, Washington, where separate baths and pools 
are provided for boys and girls. 

Ball Grounds 

Every red-blooded American boy desires to play "the 
game"— baseball. He is almost as enthusiastic about football, 
it so happens that both these games require considerable area, 
the latter one and three-fourths acres, the former two acres. 
The physical and social value and, hence, the educational value 
of these games is so great that no school should be without its 
field for these sports. This area should be separated from the 
area for the other children because of danger of injury. Play- 
ground for ball and other ball games played with small bat 
and soft ball may be played in the smaller areas without 
danger. 

General Suggestions 

The lists of apparatus are merely suggestions. They may 
be added to or lessened by the teacher or other authority hand- 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 25 

ling the play activities. The best plan is to get a minimum of 
equipment at first and add from year to year. 

The location of apparatus is important. If area is small, 
spread apparatus around the border of the playground, leaving 
the center free for games, races and other activities. If the 
area is large, best group the apparatus toward the center of the 
playground, with due regard, however, to separation of the 
sexes. Economy of supervision is thus gained. 

Steel or Wood 

Steel apparatus may be too cold on cold days or too hot on 
hot days, and the galvanizing wears off. On the other hand, it 
is practically indestructible, can be stored in a small space, does 
not rot; maintenance charges therefore are reduced to a mini- 
mum ; probably the most serviceable, all-year-round apparatus. 

Wooden apparatus splinters and parts underground rot, 
but this kind of apparatus is pleasant to the touch in all cli- 
mates. If kept well painted with house paint, and the parts 
underground carefully treated with coal tar preparation or 
creosote, wooden apparatus will last a long time. 

Rope is an essential element in the construction of appara- 
tus. It is much more pleasant to the touch than steel or iron 
but is giving away to wire cable and steel. Rope at best will 
not last more than two or three seasons when used for swings. 
Climbing ropes and ropes used in giant strides may last much 
longer. More economical to get wire cable or steel if there is 
little money for repairs. 

Homemade Apparatus 

In rural districts and small towns the apparatus may be 
made upon the ground very practically. In large towns and 
cities where the apparatus will be subjected to much wear, it 
is better to get it from the manufacturer. However, any school 
having a manual training department may make all the appa- 
ratus needed for the playground. 

(For plans and specifications of homemade apparatus, see 
Playground Technique and Playcraft, Leland, Baker Taylor & 
Co., New York City.) 

The greatest difficulty with homemade apparatus is the 
rapid wear at friction points and the consequent liability of 
accidents. Several apparatus manufacturing companies pro- 
duce parts especially prepared to reduce friction and possibility 
of injuries. The Narragansett Machine Co., Providence, R. I., 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 27 

manufactures a rocker-bearing device ; the A. G. Spalding Co., 
Chicago, a ball-bearing device ; and W. S. Toothill, Chicago, a 
bearing made of hard maple, any of which are very useful in 
making swings, traveling rings, flying rings and th6 like. 

Covered Playgrounds 
The covered playground is an essential in Western Oregon 
with its mild but rainy climate. Excellent examples of covered 
playgrounds in Oregon are to be found at the Portland Acad- 
emy, the Failing Public School and the Boys' and Girls' Aid 
Society, Portland. Perhaps the largest covered playground in 
the United States is that at Columbia University, Portland, 
Oregon. This is a semi-cylindrical building 120x200 feet and 
was constructed at the surprisingly low cost of about $9,000. 

School Buildings 

Just as organized play, school gardens, etc., have required 
larger school grounds and the development of these grounds, 
according to plans fitted to meet these new educational and 
recreational activities, so the new-old conception of the school 
building as a social, civic and recreational center as well as an 
educational center is demanding changes in school architecture 
to meet these uses practically. 

Unfixed seats, baths, auditoriums, library rooms, gymna- 
siums, play rooms, swimming pools, outdoor covered play 
courts, etc., are some of the changes already found in many 
school buildings throughout the United States. 

Unfixed Seats 

The fixed seat is an unnecessary, anti-social method of seat- 
ing in a class room. Experience in schools all over the country 
has shown that discipline has not been lessened by doing away 
with the fixed seat but, on the contrary, has been strengthened. 
Cleanliness of the room is promoted, a social spirit is developed 
among the children, calisthenics and other physical exercises 
can be better conducted, and every room can be used to advan- 
tage as a club or social meeting place where unfixed seats are 
used. The fixed seat is an educational and social anachronism 
that is sure to disappear from all modern schools — rural, 
town and city. 

Auditorium 

Every city and town school building, grade and high (except 
schools having a very few pupils) , consolidated country schools, 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 29 



and some country schools should have an auditorium, a common 
meeting place of the pupils and teachers and of the people of 
the community. 

The size of the auditorium will depend upon the number of 
pupils and patrons to be served. It should generally be located 
upon the ground floor. It should have outside entrances. 
Except in very large schools the floor should be of hard wood 
and level, with unfixed seats. The auditorium can then be used 
as a kindergarten and as a gymnasium. It is well to have a 
stage with dressing rooms. The stage in the average high and 
grade school auditorium is useless for dramatic performances. 
In some schools the auditorium or assembly hall is also used as 
a study room for the upper grades. 

In single room country schools, unfixed seats would greatly 
promote the use of the building for community meetings. How- 
ever, in some of the most modem country schools a second room 
has been added for the purpose of community gatherings. 

Gymnasiums 

Gymnasiums in the schools of the larger towns and cities 
should be an essential part of the equipment. The possibilities 
of using the auditorium for gymnasium purposes have already 
been pointed out. But in very populous grade schools and in all 
high schools, as a general rule, separate gymnasiums should be 
provided. In large high schools there should be separate gym- 
nasiums for boys and girls. 

The gymnasium should be located so as to secure the maxi- 
mum amount of light and air. Basement location is usually 
bad. A separate building for gymnasium, as at the Washing- 
ton High School in Portland, is to be commended. 

Baths 

The necessity of shower baths has already been mentioned 
in connection with the playground. The bath is, of course, a 
necessary adjunct to the gymnasium and in any school where 
athletics are conducted, one or more separate baths for boys 
and girls are essential to maintenance and promotion of health. 
The installation of baths is, of course, hardly practical except 
in communities having water systems or where individual 
schools have private water systems. 



a practical recreation manual for schools 31 

^ Library Room 

Some facilities for keeping and using books should be pro- 
vided in every school building, no matter how small. In the 
small country school and the single room schools of towns and 
cities, probably nothing more can be provided than a substan- 
tial bookcase, but in the large grade schools, consolidated coun- 
try schools, and all high schools, a library room should be 
provided. This room could also serve as an art gallery and 
museum, although some schools have separate rooms for these 
purposes also. 

In all towns and cities having a public library, co-operation 
between the schools and the library should be close. The 
libraries in the schools should, in fact, be branches of the public 
libraries. Co-operation with the state library should also be 
promoted. 

Industrial Work an Aid to Recreation 

Facilities for domestic science, manual training, kinder- 
gartens, etc., are being gradually added in progressive com- 
munities, but, being more strictly educational, will be merely 
mentioned here. However, the use of domestic science and 
manual training equipment to give the boys and girls whole- 
some, constructive recreation during the summer months in 
connection with the playground cannot be too strongly urged. 
Such equipment is invaluable also in evening recreation work 
for young people in the winter. 

All the facilities mentioned above, while necessary to modern 
educational work, have the added advantage of making the 
school houses practical club houses for all the people and it is 
from this point of view, chiefly, that they are considered in 
this manual. 



32 A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



Bibliography 

Playground Equipment, Playground Magazine — Vol. IV, 
No. 8, November, 1910. 

Playground Equipment; A Practical Talk — Publication No. 
86, Playground and Recreation Association of America. Price, 
10 cents. 

Playgrounds and Recreation Facilities and Their Manage- 
ment — E. B. DeGroot, Secretary Playground Association, Chi- 
cago, Illinois. 

Equipment for a School Playground — Henry S. Curtis, 
Hygiene and Physical Education, Vol. IV, No. 8. 

Spalding's Athletic Libraj^y— American Sports Publishing 
Co., 21 Warren Street, New York City. "Valuable for laying 
out grounds, for organized games and for the playing rules." 

Playground Technique and Playcraft — Leland, F. A. Bas- 
sett Co., Springfield, Mass. 

Plans and Specifications of Sixteen Modern School Build- 
ings in the United States — Publication of Russell Sage Founda- 
tion. 

Plans and specifications of the following may be secured 
by applying to the proper authorities : 

1. Homemade apparatus, Superintendent of Schools, Ta- 
coma, Washington, 

2. Covered Playgrounds, Superintendent of Schools, Port- 
land, Oregon. 

3. Swimming Pools in Schools, Superintendent of Schools, 
Tacoma, Washington. 

4. Gymnasiums — High Schools and Grade, city, town and 
country schools ; Superintendent of Schools, Portland, Oregon ; 
Superintendent. of Schools, Tacoma, Washington; President of 
School District No. 109 (near Tacoma), Pierce County, Wash- 
ington ; Superintendent of Schools, Bothell, Washington. 




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A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



35 



PLAYS AND GAMES 




CHAPTER II 

HIS manual has been compiled with the idea in 
mind of making it a practical handbook for the 
use of teachers without special physical train- 
ing. The intention of the arrangement has 
been to make the selection of games for par- 
ticular groups of children or for particular 
purposes, as easy as possible. The games are 
arranged according to grades, according to their fitness for 
boys or girls or both, and according to their adaptability to the 
playground or school room. 

Games can be made of great disciplinary value not only 
because the privilege of play or the denial of that privilege may 
be made the means of maintaining order at other times and 
because of the discipline in the games themselves, but because 
strenuous play affords an outlet for many restless tendencies 
that must find an outlet somewhere. 

The games listed in th's chapter as suitable for the school 
room are especially valuable for breaking the monotony of 
long periods of sitting at desks. These games have been 
selected both for the amount of exercise that may be gotten 
out of them and for their tendency to arouse drowsy minds. 
They call for the most rapid m.otor response. 

Several points in the playing of games should be definitely 
fixed in the teacher's mind at the outset : Leave the choice of 
the game to a vote or suggestion of the children ; see .that every 
child gets as much actual participation in the game as possible ; 
play with the children ; to refrain from doing so because of a 
notion of dignity is to lose the teacher's greatest opportunity 
for developing a spirit of comradeship ; encourage the children 
to play the game for all there is in it — ^to play to win, but insist 
upon winning honorably or not at all. And this above all — 
teach them to be cheerful losers and modest winners. To sulk 



36 A PRACTICAL RECREATION MANUAL FOR SCHOOLS 

over defeat or crow over victory is to spoil the spirit of play. 
Impress upon them also that to question the decision of the 
umpire is the poorest sort of sportsmanship. 

Finally, remember that this is play, not study, and vlay 
tvhile you play. Let the players laugh, shout and be merry — 
they will study all the harder afterward. 




be 



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A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



39 



FOLK DANCES 




OLK dances have been included in the lists of 
plays and games because we believe them to 
be of great recreational value. As the music 
and descriptions of these dances could not be 
given in this book, we have recommended only 
such as appear in a single volume, The Folk 
Dance Book, by C. Ward Cramptoh. The intro- 
duction to Dr. Crampton's book has this to say of the folk 
dance: "Folk dances have come to fill an important place in 
physical training. They range in character from the simple 
song play, in which the accompanying action may be descrip- 
tive of some trade, to the highly developed collection of move- 
ments which are not descriptive of anything in particular, save 
the pure joy of life in rhythmic exercise. In varying degrees 
are found the elements of song, play, drama, and vigorous 
muscular work. For our purpose it is necessary to make a 
careful choice of material, as many dances are very evidently 
inappropriate for scholastic and administrative reasons." 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



41 



PLAYS AND GAMES 



Primary Division — Grades 1, 2, 3 



EiNG Games 
Cat and Mouse 
Rabbit's Nest 
Have You Seen My Sheep ? 
Drop the Handkerchief 
Garden Scamp 
Two Deep 
Flying Dutchman 
Frog in the Meadow 
Stone 
Blind Man's Buff with Wand 

Folk Dances 
Chimes of Dunkirk 
Danish Dance of Greeting 
German Clap Dance 
Shoemaker Dance 
Nixie Polka 
I See You 



Running Games 
Pom Pom Pull Away 
Hill Dill 
Fisherman 
Blackman 

Wind and the Flowers 
Simple Tag Games 

Singing Games 
Farmer in the Dell 
Oats, Peas, Beans and Barley 

Grow 
Mulberry Bush 
London Bridge 

Round and Round the Village 
Muffin Man 

Did You Ever See a Lassie? 
Looby Loo 
Itaskit Itasket 



Children incapacitated for regular play activities may sub- 
stitute passive games, such as jacks, jackstraws, marbles, tops, 
guessing games, etc. 

Intermediate Division— Grades 4, 5, 6 



Ring Games 
Stride Ball 
Center Base 
Circle Ball 
Three Deep 
Shinney 
Ruth and Jacob 
Poison 

Rabbit's Nest 
Herr Slap Jack 
Baste the Beetle 
Spin the Platter 



Running Games 

Stealing Sticks 

Prisoner's Base 

Blackman 

Last Couple Out 

Tag Games (Cross Tag, Couple 
Tag, Japanese Tag, Squat 
Tag, Iron Tag, Maze Tag) 

Follow the Leader 

Trades and Professions 

Bear in the Pit 

Relay Races 



42 



A PRACTICAL RECREATION 



Folk Dances 
Bleking. 
Carrousel 
Tantoli 

Swedish Clap Dance 
Nixie Polka 
Kinder Polka 



Organized Games 
Dodge Ball 
Volley Ball 
Indoor Base Ball 
Corner Ball 
Tether Ball 



Grammar Division — Grades 7, 8, 9 



Organized Games (Girls) 
Indoor Base Ball 
Captain Ball 
Corner Ball 
Basket Ball 
Volley Ball 
Tennis 
Bombardment 

Folk Dances 
Finnish Reel 

Norwegian Mountain March 
Czardas 
Highland Fling 
Ace of Diamonds 



Organized Games (Boys) 
Base Ball 
Indoor Base Ball 
Hand Ball 
Foot Ball 
Soccer 
Swat Ball 



Running Games 
Girls) 
Fox and Geese 
I'ndian Club Race 
Stealing Sticks 
Prisoner's Base 
Follow the Leader 
Blackman 



(Boys and 



Inter-room competition is very desirable in the grammar 
division and a regular schedule of games might be managed 
where winners are posted on the bulletin board, thereby creat- 
ing keener interest. 



Room Games 



• Primary 

Butterflies 
Little Johnny Stoop 
Little Johnny-Jump-Up 
Last One Up 
Squirrel and Nut 
Spider Web Race 



Intermediate 



Grape Vine Race 

Black and White 

Bird Catcher 

Dumb Bell Tag 

Hand Over Head Bean Bag 



Grammar 



School Room Volley Ball 
School Room Captain Ball 



MANUAL FOR SCHOOLS 43 

Bibliography 

Games for the Playground, Home, School and Gymnasium 
— Bancroft : Macmillan, New York, 

Education by Plays and Games — G. E, Johnson : Ginn & 
Co., New York. 

What to Do at Recess — G. E. Johnson : Ginn & Co., New 
York. 

Games and Songs of American Children — W. E. Newell, 
Harper, New York. 

Folk Dances and Singing Games — Burchenal : G. S. Schir- 
mer. New York 

The Folk Dance Book — C. Ward Crampton : G. S. Schirmer, 
New York. 

Popular Folk Games and Dances — Marie Hofer: G. S. 
Schirmer, New York. 

Children's Old and New Singing Games — Marie Hofer: 
G. S. Schirmer, New York, 

Folk Dances arid Games — Caroline Crawford. 

Accidents and Emergencies — Dalles. 

Music and description of all the folk dances listed here may 
be found in The Folk Dance Book, C. Ward Crampton, pub- 
lished by G. S. Schirmer, New York. 

Primary Division^Grades 1, 2, 3 

Ring Games 

Cat and Mouse 

One player is chosen for the cat and one for the mouse. The play starts 
with the cat outside and the mouse inside the circle of children holding 
hands. Cat asks mouse, "What times does the cat come home?" The mouse 
replies with "Any hour of the twelve he desires." The children in the 
circle march around counting as many steps as the mouse has designated 
hours, stopping on the last count when the cat tries to break through the 
circle to catch the mouse, when the circle aids to foil the efforts of the cat. 
When the mouse is caught he joins the circle and the cat becomes the 
mouse. A new cat is chosen from the circle. 

Rabbit's Nest 

Nests are formed by groups of three children holding hands. In the 
center of each group stands a child called the rabbit. A dog and rabbit 
are then chosen who stand outside the nests. The dog chases the rabbit, 
which, to escape pursuit, runs to a nest and is then safe, but the rabbit 




o 
o 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 45 



which was in the nest must run out, and, being chased by the dog, darts 
into another nest. This play is continued until a rabbit is caught by the 
dog. Then the one caught is the dog and turns to chase the one who 
was pursuing him, who is then the rabbit. 

Have You Seen My Sheep ? 

Players stand in a circle. One walks around on the outside, and, 
touching one of the circle players, asks: "Have you seen my sheep?" 
The one questioned answers, "How was he dressed?" The outside player 
then describes the dress of someone in the circle and the one questioned 
guesses the person being described. Wben he has guessed right he 
chases the one whose dress was described around the circle, who tries to 
reach his own place before being tagged. In case he is tagged, he must 
be It. The one who first asked the question takes no part in the chase. 

Drop the Handkerchief 
Players in a circle. It runs around the circle with a handkerchief 
which he drops behind one of the players who stand with eyes toward the 
center of circle. When a player discovers that a handkerchief has been 
dropped behind him, he must pick it up and give chase to It who tries 
to reach the place the player has vacated. Whichever player reaches 
the vacant place first stands there, the other taking the handkerchief for 
the next game. 

Garden Scamp 
Game for Boys 

Players stand in a circle. Gardener stands on outside of the circle 
and the Garden Scamp stands in the center. The following conversation 
takes place: 

Gardener: "What are you doing in my garden?" 

Garden Scamp: "Stealing blackberries." 

Gardener: "How did you get in?" 

Garden Scamp: "Find out if you can." 

Whereupon the gardener gives chase to the Garden Scamp, whom he 
must follow through the same places, touch the same objects and follow 
the same motions, such as leap frog over players, crawl between their 
legs, etc. When the Garden Scamp is caught, the Gardener becomes the 
Garden Scamp and a new Gardener is chosen. 

Garden Scamp may be played in the school room in this way: Each 
row of children represents a row of vegetables — carrots, turnips, cab- 
bages, parsnips, beets, onions, etc. The Garden Scamp pulls up a vege- 
table (that is, pulls up a child from his seat) and runs on. The Gar- 
dener must, of course, take time to do the same thing. 

Two Deep 

Players stand in a circle. Two Its are chosen, one to chase the other. 
When the second It sees he is about to be caught, he steps in front of one 
of the circle players and is then safe, but the one in front of whom he 
stepped must take his place in being pursued. The game continues in this 
manner until one is caught. This one then turns and gives chase to his 
pursuer, who. steps in front of a circle player, etc. 



46 A PRACTICAL RECREATION 

Flying Dutchman 

Players stand in a circle, couples holding hands. A couple who are It 
run around outside of circle and touch a circle couple, who must then 
run around the circle in the opposite direction, racing with the first 
couple to gain the vacant place in the ring. The couple reaching it first 
take the place and the game proceeds with the other couple as It. This 
game may be varied by giving the couples different feats to perform 
during the race. 

Frog in the Meadow 

Players stand in a circle. The frog sits in middle. Circle players 
taunt frog by seeing how near they can approach him without being 
touched. When a player is touched he becomes a frog. 

Stone 

Players move in a circle around It, who stoops in the middle. When 
It calls out "Stone!" players drop hands and run to the bases already 
chosen. If It catches any of the players, they become "stones" with him 
until all are caught. 

Blind Man's Buff With Stick 

Players stand in a circle. It stands blindfolded in center, holding 
stick. Players move in a circle until It touches one with the stick and 
calls, "Still pond; no more moving." He then tries to guess the person 
whom he is touching. If he does not guess the right person in three 
trials, the game continues until he succeeds in naming correctly the per- 
son touched. This person then becomes It. 

Running Games 
Pom Pom Pull Away 

Two parallel boundary lines are drawn, from thirty to forty feet 
apart. One player is chosen to be It and stands in the center. The 
other players stand on one side of the field. When It calls out, "Pom 
pom pull away; if you don't come, I'll pull you away," all run to the 
other boundary line across the field. All of those caught in the run 
assist It in tagging the others until all are caught. 

Hill Dill 

Arrange players on two equal sides behind parallel boundary lines 
drawn from thirty to fifty feet apart. It stands in the center between 
the two lines and calls, "Hill Dill, come over the hill." The players then 
exchange goals and as they run It tries to tag them. Any who are 
■caught assist It in tagging the others. 

Fisherman 

The "fish" stand at one goal in a straight line. The fisherman 
makes a pretense of rowing his boat up and down the river in front of 
the fish. At a given signal all the fish begin "swimming" (running 
with vigorous arm movements) across the river to the opposite goal. 
The fisherman tries to tag the fish, and these, when tagged, hold hands 



MANUAL FOR SCHOOLS 47 



in a net across the river and inclose any fish that they catch. Play con- 
tinues until all the fish have become a part of the net. (This is an excel- 
lent game for cold days.) 

Blackman 

Arrange players in a line back of a given goal. The Blackman stands 
in the center of the field. The following conversation ensues : 
Blackman: "What are you doing there?" 
Players: "Stealing grapes." 

Blackman: "What would you do if the Blackman came?" 
Players : "Run right through and never mind you." 
Whereupon all run across the field to the opposite goal. Blackman 
pats each player three times upon the back as he catches him and each 
person caught helps the Blackman tag the others, until all are caught. 

The Wind and the Flowers 

Appoint two leaders, who choose up sides. Sides take opposite goals. 
One side is called the "Wind" and the other the "Flowers." The flowers 
choose the name of some flower which they are to represent when they 
go across the field to the wind's home, where they arrange themselves in 
a straight line facing the wind's side at a distance of two feet. Each 
player on the wind's side has a turn to guess the flower's name. When 
the name has been guessed rightly, the wind "blows" the flowers across 
the field to the flowers' home. Any flowers that are caught then go to 
the wind's side. The play continues with the wind changing to flowers, 
etc. The side that has the largest number at the finish of the game 
wins. 

Simple Tag Games 

I. — Tag. One player is It and chases the others, trying to tag one of 
the others. Anyone who is tagged becomes It and chases the others. 

II. — Squat Tag. It chases the- others. A player may escape being 
tagged by stooping or "squatting," but may stoop but three times. After 
the third stoop, a player may resort only to running to escape being 
tagged. 

III. — Cross Tag. Player escapes being tagged by another player run- 
ning between the first player and It, who then chases the second player. 

IV. — Couple Tag. Players stand in couples, holding hands. Two 
Its hold hands and chase couples to tag them. 

V. — Japanese Tag. It tags players, who place their left hands on 
the spots touched by It and in that position must chase the other players, 
being relieved only when they succeed in tagging others. 

VI. — Iron Tag. Players cannot be tagged when touching iron. 

VII. — Wood Tag. Players cannot be tagged when touching wood. 

VIII. — Somersault Tag. The same as squat tag, except that the 
players may escape being tagged by turning a somersault. 

IX.— Handspring Tag. Same as above. 



48 A PRACTICAL RECREATION 

Intermediate Division — Grades 4, 5, 6 

Ring Games 

Stride Ball 

Arrange players, standing with feet apart, in a circle. It stands in 
the center and tries to throw or roll a. basket ball between the feet of 
some player, who tries to prevent his doing so. Any player who allows 
the ball to pass between his feet must leave the circle and the play 
continues until only one is left, who becomes It for the next game. 

Center Base 

Players stand in a circle. It stands in the center holding a basket 
ball, which he throws to a circle player, who must return the ball to the 
center of the circle and give chase to It, following in the same course 
which It takes. If It can return and touch the ball before being over- 
taken by his pursuer, the latter then becomes It for a new game, other- 
wise the play continues with the same It of the first game. 

Circle Ball 

Players stand in a circle with It in the center. The play begins with 
the basket ball being thrown from one player to another, and continues 
in this manner. It tries to touch the ball or some person holding the ball. 
If he touches the ball the last person who has touched it becomes It, if 
he touches some person holding the ball, that person becomes It. 

Three Deep 

Arrange the players in a double circle facing center and play the 
same as "Two Deep," described in the division of games for the primary 
group, using the third player to run instead of second. 

"Shinney" 

Players stand in a circle. Each player is equipped with a stick and 
digs a small hole in front of where he stands. There should be one hole 
less than the number of players. In the center of the circle a larger 
hole is dug in which the ball is placed. At the beginning of the game 
players stand in the center around the ball, with the ends of their sticks 
under it. At a given signal the players lift the ball into the air and run 
to place the ends of their sticks in the holes of the circle. The player who 
finds himself without a hole is It and must try to return the ball to the 
center hole by pushing it with his stick. The circle players try to prevent 
this by pushing the ball from the center with their sticks. If at any 
time a player is left without a hole he becomes It. When the ball is 
pushed into the center hole and It cries "Shinney" three times before 
some of the players push it out, the game begins again. 

Ruth and Jacob 

A girl is chosen to be Ruth or a boy to be Jacob. The one chosen is 
blindfolded, turned around several times and left in the center of the 
circle. If a girl is chosen she must step forward and touch some boy, 
who takes his place in the circle. Ruth then calls, "Where art thou, 



MANUAL FOR SCHOOLS 49 



Jacob?" and Jacob answers, "Here." As often as Ruth calls, Jacob 
must answer. Guided by his voice, Ruth gives chase. When Jacob is 
caught Ruth must identify him. If she fails she must try another boy; 
if she succeeds, Jacob becomes It and chooses a new Ruth. 

Poison 

A circle is marked on the floor or ground, considerably smaller than 
an outer circle formed by players, clasping hands. Each player tries, 
by pulling and pushing, to induce others to step within the small circle, 
but endeavors to keep out himself. Anyone who steps inside is poisoned, 
and all players drop hands and run from him to touch wood. When It 
can tag someone who is not touching wood, he is poisoned also. Play 
continues until all are caught. 

Rabbit's Nest 

(Described in division of games for primary group.) 

Herr Slap Jack 

Players stand in a circle. It runs around the circle and touches a 
player, who must run in the opposite direction. When the two meet they 
must stop with heels together, make a deep curtsey, shake hands and 
continue their run around the circle. The one who last reaches the 
vacant place in the circle is then It. 

Baste the Beetle 

Players stand in a circle with hands behind them. It runs around the 
circle and places a knotted towel in the hands of some player, who then 
chases the person standing at his right around the circle. During the 
chase the person who holds the towel or rope hits the one he is chasing 
as often as possible with it until the second player reaches his place in 
the circle. The first player then continues the game from the beginning. 

Spin the Platter 

Arrange players in a circle and number them consecutively. It stands 
in the center Sxnd spins a platter, at the same time calling put a number. 
The player who has that number must catch up the platter from the 
floor before it falls. If he fails to do this he becomes It and the play 
continues. 

Running Games 
Stealing Sticks 

The chaser has a territory agreed upon in which a certain number 
of sticks are scattered about. The object is to steal all his sticks before 
he catches anyone, in which case he must be It again. If anyone is 
caught he must be It. 

Prisoner's Base 

The ground is divided into two equal parts, with a small base or prison 
marked off at the farther end of each division. From five to fifteen 
players guard each prison. They venture into the enemy's ground, and, 
if caught, are put into prison, where they must remain until tagged by 



50 A PRACTICAL RECREATION 



one of their own side who is free. Both prisoner and rescuer may be 
tagged and brought back to prison before reaching their own ground. 
The game is won when one side makes prisoners of all of its opponents, 
or when a free man enters the opponent's prison, but this last may be 
done only when there are no prisoners there. , 

Blackman 
(Described in the group of games for primary division.) 

Widower or Last Couple Out 

An odd number is required for this game. One is chosen for catcher 
and stands at one end of the playground with his back to the others. 
The players stand in couples in a line behind him, facing in the same 
direction as he does. The catcher calls, "Last couple out," and the last 
couple I'uns, one on each side of the line of players, and tries to join 
hands in front of the chaser, who cannot chase them or turn his head 
until they are in line with where he is standing. If the catcher tags 
one of them before they clasp hands, these two, catcher and caught, form 
a couple and take their places at the head of the line and the other player 
is It. If neithA' is caught, the first chosen is again It. 

Tag Games 

(Described in the group of games for primary division.) 

Follow the Leader 

Arrange players in a long line. All try to perform exactly the same 
feats as their leader. In case any player does not "follow the leader," he 
must take his place at the end of the line. (This is an excellent game 
where apparatus is used.) 

Trades and Professions 

The players divide themselves into two equal groups. The first group 
retires behind their goal line and decides upon some trade or occupation, 
whereupon they advance to the second group's goal line and the follow- 
ing conversation ensues: 

First Group : "Here we come." 

Second Group: "Where are you from?" 

First Group: "New Orleans." 

Second Group: "What's your trade?" 

First Group: "Lemonade." 

Second Group: "Show us some." 

Then the first group stands in a straight line and goes through panto- 
mimic motions descriptive of the occupation chosen, such as planing, 
sawing, hammering, churning, etc. The second party guesses what this 
pantomime indicates, each player in his turn. Should they guess correctly 
they chase the first group back "home," and take whatever captives they 
can; then the second gi'oup has its trial. The game ends when all the 
players are on one side. 



MANUAL FOR SCHOOLS 51 



Bear in the Pit 

A bear pit is formed by the players joining hands in a circle with 
one in the center as bear. The bear tries to get out by breaking out the 
bars (clasped hands), or by going over or under these barriers. Should 
he escape, all of the players give chase, the one who catches him becoming 
the bear. 

Relay Races 

Arrange the players in two, three or four lines, having an equal num- 
ber of players in each. The principle of the race is that upon a given 
signal the players standing first in the lines start to run to a given point, 
accomplishing the feat decided upon during the race. While number ones 
are running, number twos step to the places vacated by number ones, 
in readiness to start when they are touched by number ones on their 
return frohi the goal. As soon as any number two is touched, he takes 
up the race and number three steps up to his place. Number one steps 
to the end of the line when he has returned from his race and touched 
number two. The race is continued on through the lines, the line finish- 
ing first wins. (Any feat may be performed during these races, such 
as hopping, skipping, jumping, exchanging Indian clubs, etc.) 

Organized Games 

Dodge Ball 
(Bancroft) 

The players are divided into two even groups. One group forms a 
circle, the other group stands within the circle scattered promiscuously 
about. The object of the game is for the circle men to hit the center men 
with a basket ball, the center men dodging in any manner to evade this. 
They may not leave the ring. Any person hit on any part of his person 
at once joins the circle men. The last player to remain in wins for his 
side. Then the groups change places and the same play is carried out 
until only one man is left from the second group; then the player from 
each group who remained in the circle longest steps to the center. The 
first group throw at the second group's player and vice versa. The player 
who evades the ball the longest wins the game for his group. 

Corner Ball 
(Bancroft) 

Ground. — The ground is marked off into a space measuring 25 by 30 
feet. This is divided across the center by a straight line. In the fur- 
ther corner of each half so made a small square goal is marked off, there 
being two such goals in each court. 

Players. — The players are divided into two even groups. Each faces 
the other in straight lines and stations a goal man in each of the goals at 
the rear of the opposite side. 

Object. — To throw the ball over the heads of the opposing party to 
one's own goal men who are at the rear of the opponents' court. 

Rules. — The players on each side are not bound to any special terri- 
tory within their own court, but will naturally see that each of the goals 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 53 

at their rear is well protected. They will also, of course, try to return 
the ball over the heads of the opposing party to their own goal men in 
the opposite court. No player may cross the line which divides the two 
halves of ground. The goal men may not step outside the goals, and no 
opponent may step inside. When a goal man catches a ball he must 
throw it back at once, trying, of course, to get it to his own party over 
the heads of the opponents, who try to intercept it. 

Score. — Every ball caught by a goal man scores one point for the 
party throwing. The side first scoring 20 points wins the game. 

For volley ball, tether ball and indoor baseball, see Spalding's Official 
Rules. 

Grammar Division — Grades 7, 8, 9 
Organized Games 

(Girls) 

Indoor Base Ball 

(See Spalding's Official Rule Books.) 

Captain Ball 
(Bancroft) 

Ground. — On each side of the ground, at corresponding distances from 
the center, three small circles are drawn for bases at the points of a tri- 
angle. The circles should be from two to five feet each in diameter, the 
more skillful the players the smaller the circle. The distance between 
each two circles forming a triangle should be at least fifteen feet, and 
the distance across the center of the field between the two inner circles 
from fifteen to twenty-five feet. 

Teams. — The players are divided into two teams each, consisting of 
three basemen, three base guards and one fielder. One of the basemen 
is captain and stands on the base at the end of the ground farthest from 
the center. Each team has a guard stationed near each of its opponent's 
bases, and a fielder whose place should be near the center of the ground, 
but who is free to run to any part of the ground and who should pick up 
the ball whenever it goes afield. The ball should then be put in play 
again from the center as at the start. 

Object. — ^To have a captain catch a ball from one of the basemen. 
A ball caught by the captain from the guard or fielder of his team does 
not count. Of course, the guards will try to prevent the ball being 
caught by a captain from one of his basemen, or by one of the basemen 
from his fielder, and, on the other hand, will try to secure the ball and 
send it back to their own basemen or fielder. 

Start. — The ball is put in play by being tossed up in the center of the 
ground by a third party between the fielders, both of whom try to catch 
it. The one who succeeds has first throw. Touching the ball is not 
enough for the first catch; it must be caught in both hands. In case of 
dispute the ball should be touched again. The ball is put in play in this 
way after each point scored; also after going afield and being picked up 
by one of the fielders. 



54 A PRACTICAL RECREATION 

Rules. — The basemen may put one foot outside of their bases or 
circles, but at no time both feet. Each guard must remain near the base 
he guards, but may not step within it even with one foot. Should either 
side transgress these rules or make any other foul, the ball is thrown to 
one of the basemen on the opposite side, who is given free play to throw 
to his captain without interference of his own guard, though the cap- 
tain's guard may try to prevent its being caught. A ball that goes afield 
is put in play again at the center as at the opening of the game. 

Fouls. — It is a foul (1) to transgress any of the rules given above; 
(2) to snatch or bat the ball; (3) to bounce the ball more than three times 
in succession; (4) to run with the ball; (5) to kick the ball; (6) to 
hand instead of throwing it, or (7) to hold it longer than time enough 
to turn once around quickly, or three seconds. Penalty for fouls consists 
in allowing opponents a free throw from one of their basemen to their 
captain, as described under Rules. 

Score. — The ball scores one point whenever a catch is made by a 
captain from one of his basemen. It does not score when the captain 
catches it from a guard or fielder. Play the game in ten-minute halves, 
between which the basemen and guards change places. The team wins 
having the highest score at the end of the second half. The ball is put 
in play at the center after each point scored. 

Note. — Any number may play this game by arranging more circles 
in the field. 

Corner Ball 

Described in group of games given for the intermediate division. 

Basket Ball 
See Spalding's Official Rule Book. 

Volley Ball 
See Spalding's Official Rule Book. 

Tennis 

See Spalding's Official Rule Book. 

Bombardment 

(Bancroft) 

Divide the ground into two equal fields by a line across the center. 
Arrange the players in any scattered formation in their respective fields 
and place as many Indian clubs as there are players in a straight line at 
the back of each field. The object of the game is to knock down the 
opponents' clubs. Each player, therefore, will serve both as a guard and 
as a thrower. He may throw whenever he can secure a ball, there being 
no order in which players should throw. No player may step across the 
center line. Any number of basket balls may be used. Each club over- 
turned scores one point for the side which knocked it down. Each club 
overturned by a player on his owti side counts a point for the opponents. 
Play in time units of ten to twenty minutes. 



MANUAL FOR SCHOOLS 55 

Organized Games 

(Boys) 

Base Ball 

See Spalding's Official Rule Book. 

Indoor Base Ball 
See Spalding's Official Rule Book. 

Hand Ball 

See Spalding's Official Rule Book. 

Foot Ball 
See Spalding's Official Rule Book. 

Soccer 

See Spalding's Official Rule Book. 

Captain Ball 
See rules in group of organized games for girls (grammar.) 

Swat Ball 

Divide boys into two teams. Arrange first team in a straight row at 
one end of field. Arrange second team in a formation to cover the field. 
First boy in first team knocks the ball with his fist into the field. If 
the ball is caught by one of his opponents the runner is out, otherwise 
he runs to touch a given point at the farther end of the field and returns 
home without being hit by the ball thrown by one of the opponents. The 
ball must be picked from the ground and touched by three boys before 
a runner is out. The opponent must stand in the place where he gets the 
ball before he throws. A runner can dodge the ball in any manner. 
After three outs the sides change positions. A runner who has succeeded 
in running to the given point and back without being hit by the ball 
scores one point. Twenty points is the limit of the score. 

Running Games 

Boys and Girls — (Grammae) 

Fox and Geese 
(Bancroft) 

One player is chosen to be fox and another to be gander. The re- 
maining players stand in single file behind the gander, each with his 
hands on the shoulders of the one next in front. The gander tries to 
protect his flock of geese from being caught by the fox, and to do this 
spreads out his arms and dodges around in any way he sees fit to circum- 
vent the efforts of the fox. Only the last goose in the line may be tagged 
by the fox, or should the line be very long, the last five or ten players 
may be tagged as decided before hand. It will be seen that the geese 
may all co-operate with the gander in doubling and redoubling their line 



56 A PRACTICAL RECREATION 



to prevent the fox from tagging the last goose. Should the fox tag the 
last goose (or one of the last five or ten, if that be permissible), that 
goose becomes fox and the fox becomes gander. 

A good deal of spirit may be added to the game by the following 
dialogue, which is sometimes used to open it: 

The fox shouts, tantalizingly : "Geese, geese, gannio!" 

The geese reply, scornfully: "Fox, fox, fannio!" 

Fox: "How many geese have you today?" 

Gander: "More than you can catch and carry away." 

Whereupon the chase begins. 

All-Up Indian Club Race 

See directions in athletic badge contests. 

Stealing Sticks 

See directions under group of games for Intermediate Division. 

Prisoner's Base 

See Intermediate Games. 

Follow the Leader 
See Intermediate Games. 

Blackman 
See Primary Games. 



MANUAL FOR SCHOOLS 



57 



i 



m 



Singing Games Suitable for Primary Play 
Farmer in the Dell. 



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— t- -•-. -•- — I- 



The far - mer in the dell, 



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The far - mer in the dell. 



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Heigh - o the cher - ry - oh, The far - mer in the dell. 

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The succeeding verses vary in the choice of each and follow in this 
order : 

The farmer takes a wife, etc. 
The wife takes a child, etc. 
The child takes a nurse, etc. 
The nurse takes a cat, etc. 
The cat takes a rat, etc. 
The rat takes the cheese, etc. 
The cheese takes a knife, etc. 
The knife stands alone, etc. 

The players stand in a circle with the farmer in the middle. At the 
singing of the second verse during which the circle keeps time marching 
or skipping around the circle, the farmer beckons to some one to come 
into the dell with him and represent his wife. During the third verse 
the wife chooses a child and so on until at last the knife has been chosen, 
then the players stand still and clap vigorously while all but the knife 
run out of the circle and leave him standing alone. The game may then 
be repeated with the knife as the new farmer. 



58 



A PRACTICAL RECREATION 



rf*F*= 


Oats, Peas, Beans and Barley Grows. 


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Oats, 


peas, beans and 

4 if 


bar - ley grows, Oats, peas, beans and 


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bar - ley grows. Nor you nor I nor no - bod - y knows How 



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oats, peas, beans and bar - ley grows. Thus the far - mer 



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sows his seed, Thus he stands and takes his ease. 



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Stamps his foot and clasps his hands, And turns a -round to 



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MANUAL FOR SCHOOLS 



59 



],=^L=^=^ 



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view his lands. A - waiting for 



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A - waiting for 



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a part 



ner, So open the ring and 



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choose one in, Make haste and choose your part - ner. 



^ 



The players form a ring clasping hands and circle about one of their 
number who represents the farmer and stands in the center. They all 
sing the first four lines, when they drop hands and each player goes 
through the motions indicated by the words of the second verse; sowing 
the seed with a broad sweep of the arm as though scattering seed from 
the hand; standing erect and folding the arms; stamping the foot; clap- 
ping the hands; and at the end of the verse turning entirely around. 
They then clasp hands again and circle around singing: 

A-waiting for a partner, 
A-waiting for a partner, 

standing still for the last two lines. 

So open the ring and choose one in. 

On these words the one in the center chooses one from the circle as a 
partner and the circle skip around humming the tune or singing "La, 
la, la," through once. The new partner then proceeds with the game 
from the beginning. 



60 



A PRACTICAL RECREATION 



Looby Loo. 



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Here we dance looby, loo - by, loo - by,Here we dance Iooby,loo - by,light ; 

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Here we dance loo - by, loo - by, loo - by, loo, 



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Chorus 



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Ev - 'ry Sat - ur - day night Put your right hand in, 

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Put your right hand out. Give your right hand a 



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sbake,shake, shake, 



Hin - kum - boo - by 



round a - bout. 



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MANUAL FOR SCHOOLS 



61 



Put your left hand in, etc. 
Put your right foot in, etc. 
Put your left foot in, etc. 
Put your two feet in, etc. 
Put your head way in, etc. 
Put your whole self in, etc. 

The players skip around the circle for the first verse. For the fol- 
lowing verses which describe action the movements are suited to the 
words; for instance, when the left hand is called for, the players lean 
far forward and stretch the left hand into the ring while singing the 
first line, turn around and stretch the left hand outward for the second 
line, shake the hand hard on the third line, and on the last line jump 
or spin entirely around. After each verse the first verse of "Looby Loo" 
is repeated, accompanied by the dancing. 



Mulberry Bush. 



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Here 


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we go round 


the mul - 


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mul - bar- ry bush, the mul - ber - ry bush.Here we go round the 

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mul - ber - ry bush, So ear - ly in 



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morn - ing. 



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62 A PRACTICAL RECREATION 



This is the way we wash our clothes, 
We wash our clothes, we wash our clothes, 
This is the way we wash our clothes, 
So early Monday morning. 

This is the way we iron our clothes, 
We iron our clothes, we iron our clothes, 
This is the way we iron our clothes. 
So early Tuesday morning. 

This is the way we scrub our floor, 
We scrub our floor, we scrub our floor, 
This is the way we scrub our floor, 
So early Wednesday morning. 

This is the way we mend our clothes, 
We mend our clothes, we mend our clothes, 
This is the way we mend our clothes. 
So early Thursday morning. 

This is the way we sweep the house. 
We sweep the house, we sweep the house. 
This is the way we sweep the house, 
So early Friday morning. 

This is the way we bake our bread, 
Bake our bread, bake our bread. 
This is the way we bake our bread. 
So early Saturday morning. 

This is the way we go to church, 
Go to church, go to church. 
This is the way we go to church. 
So early Sunday morning. 

The players stand in a circle clasping hands and dance around singing 
the first verse. Beginning with the second verse the action indicated in 
the lines is given in pantomime and all spin around on their toes on 
singing the lines, "So early in the morning." 



MANUAL FOR SCHOOLS 



63 



Round and Round the Village. 



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round and round the vil - lage, Go round and round the 



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fore. 



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Go in and out the windows, 

Go in and out the windows, 

Go in and out the windows, 

As we have done before. 

Now stand and face your partner, etc. 

Now follow me to London, etc. 

The players form a circle, clasping hands, with one player outside. 
In this game the circle stands still and represents the houses of a village. 
On the second verse, "In and out the windows," the children raise their 
clasped hands and It passes in under one arch, out under the next and 
so on. At the beginning of the third verse. It chooses a partner who 
follows him around the circle during the last verse. 



The singing games and all of the music given in this bulletin are 
reprinted from Jessie H. Bancroft's "Games for the Playground, Home, 
School and Gymnasium," by kind permission of The Macmillan Company. 



64 



A P RACTICAL RECREATION 



Did You Ever See a Lassie? 



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las - sie, a las • sie, Did you ev • er see a 
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las - sie do tAif way and Ma/.' Do fAis way and 



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/-4<7/ way, and M/V way and tAa/ way; Did you 



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ev - er see a las - sie do ^Ais way and tAat ? 



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MANUAL FOR SCHOOLS 



65 



Players stand in a circle and while they sing the song, It in the 
center imitates any activity, such as mowing grass, raking hay, making 
bread, etc. She may use dancing steps, such as bowing, skipping, whirl- 
ing, etc., or any gymnastic movements may be used. The circle players 
imitate It's pantomime. When a boy is in the center the word "laddie" 
should be used instead of "lassie." 



Muffin Man. 



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Oh, have you seen the muf - fin man, the 
Oh, yes, I've seen the muf - fin man, the 



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muf - fin man, the muf - fin 
muf - fin man, the muf - fin 



man ? Oh, 
man, Oh, 



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have you seen the 
yes, I've seen the 

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muf - fin man 
muf - fin man 



that Uves 
that lives 



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Dru 
Dru 



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ry Lane, O ! 
ry Lane, O ! 



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The players stand in a circle with one or more in the center. The 
circle dances around and sings the first verse. They then stand still 
while the player or players in the center choose each a partner who 
enters the circle and clasps hands with him. All dance around singing 
the second verse. 



66 



A PRACTICAL RECREATION 



London Bridge. 



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Lon - don bridge is fall - ing down, Fall -ing down, fall - ing down, 



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don bridge is 


fall 

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Build it up with iron bars, etc. 

Iron bars will bend and break, etc. 

Build it up with gold and silver, etc. 

Gold and silver will be stolen away, etc. 

Set a man to watch all night, etc. 

Suppose the man should fall asleep, etc. 

Put a pipe into his mouth, etc. 

Suppose the pipe should fall and break, etc. 

Set a dog to bark all night, etc. 

Suppose the dog should meet a bone, etc. / 

Get a cock to crow all night, etc. 

Here's a prisoner I have got, etc. 

Off to prison you must go, etc. 

Two of the tallest players are chosen to represent a bridge by facing 
each other and holding their hands overhead for the other players to 
pass under. All sing the verses in succession as they skip under the 
arch and at the end of the last verse the players forming the arch drop 
their hands and catch the one underneath as prisoner. They then take 
him off to a corner and tell him to choose between two valuable objects, 
which they have previously decided upon, such as a "diamond bracelet" 
and a "pearl necklace." The prisoner belongs to the side he chooses. 
When all have been caught the prisoners line up behind their respective 
leaders and have a tug-of-war, the side winning which succeeds in pulling 
its opponents across a given line. 



MANUAL FOR SCHOOLS 



67 



Itiskit, Itasket. 



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imit 



I - tis - kit, I - tas - ket, A green and yel-Iow bas-ket; I 






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wrote a let - ter to my love And on the way I dropped it. I 
Some one of you has picked it up And put it , in your pock - et : It 



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dropped it, I dropped it, And on the way I dropped it. 
isn't you, it isn't you, It isn't you, it isn't you. 



m 



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During the singing of the lines the game of "Drop the Handkerchief" is 
played. On the first words of "I dropped it," the handkerchief is dropped. 



68 A PRACTICAL RECREATION 



Room Games 

The first six room games given in this chapter were orig- 
inated by Robert Krohn, Supervisor of Physical Training in 
the Schools of Portland, and are used in the primary grades 
throughout the city. In addition to their value as exercise, 
these games possess the charm of an appeal to childish imagina- 
tion, always an important factor in play for little children. 

Butterflies 

One child is chosen to be It. He rises from his seat and runs around 
the room waving his arms slowly up and down in butterfly fashion. 
During his run he taps others on the head and they immediately rise and 
fly around the room in a line behind It, going wherever he goes. After 
seven or eight have been chosen in line, the teacher taps her desk with 
a light stick and chases the butterflies "home" to their seats. If she 
succeeds in touching any butterfly on his head he must stand in a corner 
of the room until the game is ended. A new It is chosen and the game 
continues with the choosing of new butterflies. 

Little Johnny Stoop 

The children march around the room while the teacher keeps time 
by tapping lightly on the desk with a stick. When she taps loudly once 
with the stick the boys stoop, then stand and the march continues. When 
the teacher taps twice loudly the girls stoop, and at three taps all stoop. 
If any child stoops at the wrong signal he must go to his seat. The 
game continues until half of the children are seated. 

Last One Up 

This game is played like Little Johnny Stoop, except that pupils take 
a sitting position on top of their desks at the signal from the teacher. 
In this game, however, only one signal is given, as all pupils are required 
to find a seat on top of a desk. The "last one up" is found and takes a 
place in the corner of the room. 

Johnny Jump Up 

The children are seated, clapping hands softly — "clap, clap — clap, 
clap, clap!" The order is then changed to "rap, rap — rap, rap, rap." 
This is done by rapping on the tops of the desks with the knuckles and 
is a signal to the teacher that the "Johnny-jump-ups" are ready to stick 
their heads up through the ground. They continue rapping until the 
teacher raps once loudly on her desk, which is the signal for the boys to 
jump up into the aisle, two raps is a signal for the girls, and three raps 
for all. If anyone jumps up at the wrong time he must go to the corner. 
The idea of this game is to convey to the children that they are little 
flowers and ready to burst up through the ground in full bloom. Anyone 
failing to rise at the proper signal must go to join the "bouquet" of 
"Johnny-jump-ups" in the corner. The game continues until all are sent 
to the corner. 



MANUAL FOR SCHOOLS 69 

Spider Web Race 

Before the game begins the front of the room is cleared in order that 
the children may have free access to the blackboard. The children in 
the front seats pass to the rear of the room and stand in their respective 
aisles. At a given signal these children run down the aisles with chalk 
in their hands and place a ring on the board, then return to the rear of 
the room, the one winning who retvirns first. The children in the seats 
all move forward one seat, and those who have run sit in the end seats. 
The play continues as at the beginning, the next runner drawing a hori- 
zontal line, the two following diagonal lines and the next perpendicular 
lines on the board. After the lines are drawn the players place concentric 
circles on the lines, thereby drawing a "spiderweb" on the blackboard. 
The row of children finishing their web first wins the race. 

Grape Vine Race 

The pupils stand in a circle around the room, holding hands high to 
form arches or "windows." The girls stand together in one-half the 
circle, the boys in the other half. At the command "Ready," the girls 
and boys at the ends of the lines drop hands, forming two semi-circles. 
At a signal, two players, the boy and girl at the head of each semi-circle, 
start the race and run in and out of each window on their respective 
sides. The object of the race is to reach the goal at the end of their 
lines. The player reaching the goal first wins for one point for his side. 
The signal is repeated each time for the two players at the head of the 
semi-circles. The game is continued until all have run, the side winning 
which has the highest score at the close of the game. 

Squirrel and Nut 

(Bancroft) 
All of the pupils but one sit at their desks with heads bowed on the 
arms as though sleeping, but each with a hand outstretched. . The odd 
player, who is the squirrel and carries a nut, runs on tiptoe up and 
down through the aisles, and at his or her discretion drops the nut into 
one of the waiting hands. The player who gets the nut at once jumps 
up from his seat and chases the squirrel, who is safe only when he 
reaches his nest (seat). Should the squirrel be caught before he reaches 
his nest, he must be squirrel the second time. Otherwise the player who 
received the nut becomes the next squirrel. 

Black and White 

(Bancroft) 
One player is chosen as leader, the rest being divided into two equal 
parties. Each player in one party should tie a handkerchief on the left 
arm to indicate that he belongs to the Whites ; those in the other division 
are called the Blacks. The players stand around on the floor promiscu- 
ously, the Whites and Blacks being mingled indiscriminately. The leader 
is provided with a flat disk which is white on one side and black on the 
other, and preferably hung on a short string to facilitate twirling it. 
He stands on a stool at one side or end and twirls this disk, stopping it 
with one side only visible to the players. If the white side should be 



70 A PRACTICAL RECREATION 



visible, the party known as the Whites may tag any of their opponents 
who are standing upright. The Blacks should therefore drop instantly 
to the floor, as in Stoop Tag. Should the black side of the disk be shown, 
the Blacks may tag the Whites. Any player tagged drops out of the 
game. The party wins which puts out in this way all of its opponents. 

Bird Catcher 
(Bancroft) 

Two opposite corners are marked off at one end of the ground or 
room, the one to serve as a nest for the birds and the other as a cage. A 
mother bird is chosen who takes her place in the nest. Two other players 
take the part of the bird catchers and stand midway between nest and 
cage. The remaining players sit in their seats. All of the players should 
be named for birds, several players taking the name of each bird. Each 
row of seats may choose its name, after which the players should all 
change places so that all of the robins or orioles will not fly from the 
same locality. The teacher calls for the name of a bird, whereupon all 
of the players who bear that name run from the forest to the nest, but 
the bird catchers try to intercept them. Should a bird be caught by the 
bird catcher, it is put in the cage, but a bird is safe from the bird catchers 
if it once reaches the nest and the mother bird. 

The distance of the bird catchers from the nest may be determifaed 
with a little experience, it being necessary to place a handicap upon them 
to avoid the too easy capture of the birds. 

Dumb Bell Tag 

(Bancroft) 
The players stand, scattered promiscuously, one of their number who 
is It being placed in the center at the opening of the game. A dumb 
bell is passed from « one player to another, the one who is It trying to 
tag the person who has the dumb bell. If he succeeds, the one tagged 
becomes It. A great deal of finesse may be used in this game; in ap- 
pearing to hand the dumb bell in one direction, turning suddenly and 
handing it in another, etc. 

Hand Over Head Bean Bag 

(Bancroft) 

This is a relay passing race, the different rows of pupils competing 
with each other in passing bean bags backward over the head. The 
players should all be seated, there being the same number in each row 
of seats. On each front desk a bean bag should be laid. At a signal 
the first player in each row lifts the bean bag over his head and drops 
it (it should not be thrown) toward the desk behind him, immediately 
clasping his hands on his own desk. The next player catches or picks up 
the bean bag from his desk and passes it backward in the same manner. 
It is thus passed quickly to the rear of the line. When the last pupil 
receives it, he runs forward at once to the front of the line. As soon as 
he reaches the front desk, the entire row of players move backward one 
seat, and the player who ran forward takes the front seat, immediately 
passing the bag backward to the player next behind him. The play 
continues until the original occupant of the front seat has returned to it. 



MANUAL FOR SCHOOLS 71 

As soon as he is seated he should hold the bean bag up with outstretched 
arm, as a signal that his row has finished. The row wins whose leader 
first does this. 

Schoolroom Captain Ball 
(Bancroft) 
(Adaptation made by Miss Mabel L. Pray of Toledo, Ohio.) 
Basket Ball 

The class is divided into two teams, with a center captain and five 
bases on each side. The remaining players of each company serve as 
guards, and are placed on the opposite side from their captains and 
bases to prevent opponents from catching the ball. The teacher or um- 
pire tosses the ball alternately to the guards, the first time to team one, 
the second time to team two. The guards, in turn, toss it to their bases, 
who try to get it to their captains, the opposite guards opposing by 
guarding with the arms and jumping to catch the ball. The game con- 
tinues until one captain catches the ball from a straight throw (not a 
bound) from a base (not a guard) . The side catching the ball scores a 
point, and the umpire then tosses the ball to the guards of the opposite 
team, etc. The game is played in time limits, the side having the highest 
score at the end of ten or fifteen minutes winning the game. Fouls are: 
Holding the ball longer than five seconds; snatching the ball; knocking 
the ball out of an opponent's hand. In case of a foul the ball is given 
to the opposite team. Any number may play the game, provided the 
sides are even. 

Schoolroom Volley Ball 

(Bancroft) 
(Adaptation made by Miss Mabel L. Pray of Toledo, Ohio.) 
Volley Ball 

The players are divided into two teams, and the players in each 
team number consecutively. A net or string is placed across the school- 
room, dividing it into two equal parts. The top should be six feet from 
the floor. The game consists in batting the ball with the hand back and 
forth over the string, a point being scored by either team whenever its 
opponents allow the ball to touch the floor. The ball may be batted (not 
thrown) in any way, but only by one hand at a time. The players 
stand in the aisles, each having a required place in which to stand. The 
game starts by No. 1 on either side serving the ball ; that is, tossing it up 
with the left hand and batting it with the right, trying to get the ball 
over the net or string to the opposing sides. 

Two fouls in succession (failing to bat the ball over the net) changes 
the serve to the other side; otherwise, the server continues until the ball 
is returned by the opposite side and not returned by the server's side. 
When this happens, the server changes to No. 1 of team two, then to 
No. 2 of team one, then to No. 2 of team two, etc. The game continues 
until all players have served, or the game may be played with time 
limits; that is, the team wins which has the highest score at the end of a 
ten or fifteen-minute period. Every time the ball touches the floor (not 
a desk) it scores against that side on which it falls, counting one point 
for the opposing team, irrespective of which team served the ball. 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



73 



FESTIVALS AND SPECIAL DAYS 




^-. BSERVANCE of the holidays of the year should 
\J play an important part in the recreational life 
of a school or a community. After all, it is not 
the arithmetic lesson thathe toiled hardest over 
that a man remembers when he is forty, but the 
"stunts" he did or the pranks he played on a 
certain holiday, A woman will remember and 
sing to her own children songs she learned in childhood for 
special occasions of festivity at school. 

If the observance of the holidays is to have a constructive 
value for the school or the community instead of a disorganiz- 
ing effect on the regular work, the kind of festival to be given 
must be very carefully thought out. The celebration of a 
national holiday may be made the means of inspiring patriot- 
ism or reverence, or of instilling a sense of comradeship that 
can scarcely be attained in any other way. The festival should 
have at all times a distinct educational value. 

The major holidays can well be made a time for bringing 
together parents and children and neighbors. The minor holi- 
days can be made occasions of never-to-be-forgotten exercises 
for the whole school or for each room. 

In planning for a special day celebration, or any other kind 
of play festival, those who plan the event should bear in mind 
that it is the spirit of the festival — the holiday feeling that shall 
set that day apart from all others — that they are striving for. 
At Christmas time it is the spirit of reverent joy : "Behold I 
bring you good tidings of great joy which shall be to all peo- 
ple." Lincoln's or Washington's birthday or Independence Day 
should, of course, have patriotism for the keynote. If the exer- 
cises for these holidays do not make the participants, at least, 
if not also the spectators, feel a quickened interest in their 
community life and in their individual part as citizens in that 
life, then the exercises have quite missed their point and might, 
perhaps, just as well not have been given. 



74 A PRACTICAL RECREATION 

The revival of pageantry has opened up great possibilities 
for historic interest, beauty and romance in the community 
celebration. A pageant may be made to include as few or as 
many persons as circumstances chance to permit. The tech- 
nique of the pageant is comparatively simple and so many 
excellent books have been written on the subject during the 
past few years that it is possible with this aid to work out a 
pageant for the commemoration of some local bit of history or 
tradition without technical knowledge. 

In general, it is better in preparing for any kind of enter- 
tainment or festival at which the spectators are to be others 
than the immediate class, to plan for group activities rather 
than to have exhibitions of individual skill or talent. Pag- 
eantry, folk dancing in large groups, and choruses or plays 
are to be preferred in every instance to programs made up of 
recitations, solos or other feats in which the individual child is 
given an opportunity to shine. The important reason for this 
preference is that each child taking part in a group perform- 
ance can have real enjoyment in the act itself — the dance or 
song or play — without embarassment or self-consciousness. 
Group activities tend also to lessen the diffidence of the timid 
child as well as to restrain the forward child. They likewise 
have a tendency to prevent jealousy and tend to develop an 
esprit de corps that means much to the discipline of the school 
or the neighborliness of the community. 

Improper amusements should be strictly prohibited. 

Columbus Day 

Columbus Day, October 12th, is the first of the special days 
to be observed after the opening of school in the fall. The 
exercises for the day can be doubly interesting by including in 
them something commemorative of other early explorers as 
well as Columbus. No tale of adventure written to appeal to 
boys can possibly outdo in thrilling interest the adventures of 
Columbus, Ponce de Leon, Father Marquette, Coronado, Balboa 
and a score of others. Scenes in the lives of these early explor- 
ers are picturesque in the extreme and are therefore good for 
tableaux. 

Joaquin Miller's poem, "Columbus," written by the western 
poet for the opening of the World's Fair at Chicago, shouM be 
known to all Oregon children. 



MANUAL FOR SCHOOLS 75 

A little volume called "Historical Plays for Children," by 
Grace E. Bird, contains a playlet, "Christopher Columbus." 

Suggested tableaux: Columbus at the Court of Isabella; 
The Landing of Columbus. 

Arbor Day 

The observance of Arbor Day is now quite general in 
schools throughout the country. In Wisconsin a day in May 
is set aside by proclamation of the governor as Arbor and 
Bird and Fire Prevention Day. This is a happy combination, 
as reforestation and preservation of birds and fire prevention 
are three important phases of conservation. Talks by the 
teacher on conservation and essays by the children on several 
phases of the subject may well form a part of the exercises for 
Arbor Day but the actual planting of trees and the building 
and erecting of bird houses will better teach the lesson that the 
day was designed for. 

An added interest may be given to the planting of trees by 
naming each tree for the class or individual child planting it, 
afterwards keeping a record of its growth. 

In planting trees around school houses care must be exer- 
cised to avoid plantings that will interfere with the open spaces 
for play. It may be well also to take care to plant fruit-bearing 
trees — that is those that have berries, to attract the birds. 
Virgin's Bower and Virginia Creeper on the fences will make 
good screens and afford food for the birds. 

Bibliography 

Birds of Oregon and Washington — Lord. 

Schauffler's Arbor Day contains many suggestions. 

A pamphlet is published annually by the State Superintend- 
ent of Schools of Wisconsin which may be secured by writing 
to him at Madison, Wisconsin. 

Three Kinds of Planting 

Plant Trees; by all means plant trees. That's number one. 
But don't forget to 

Plant also the love of trees. That's number two. For this 
kind of planting, the best soil is the heart of childhood and of 
youth. And, while you are about it. 

Plant likeivise knowledge concerning trees. That's number 
three. Not necessarily the forester's technical knowledge ; just 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 77 

a comfortable "working knowledge" you know. The leading 
species and how to distinguish them; how, and what kind, to 
select for planting — or to reject; how to set out a tree; how 
to care for and protect it. 

—Report of the Newark Shade Tree Commission. 

The Planting of the Apple-Tree. 
Come let us plant the apple-tree. 
Cleave the tough greensward with the spade ; 
Wide let its hollow bed be made; 
There gently lay the roots, and there 
Sift the dark mould with kindly care 
And press it o'er them tenderly. 
As, round the sleeping infant's feet 
We softly fold the cradle sheet; 
So plant the apple tree. 

— William Cullen Bryant. 

It never will rain roses ; if you want more roses you must 
plant more rose-trees. 

— George Eliot. 

Halloween 

Halloween, or All Saints' Eve, is a festival day of such 
ancient origin that its curious observances have become con- 
fused. Some of the customs relating to the day have come 
down to us from classic mythology. Others grew out of 
Druidic beliefs. Still others had their origin in Christian 
superstitions. On November 1st the Romans had a feast to 
Pomona the goddess of fruits and seeds. Among the Druids 
the 1st of November was a time of a great autumn festival, to 
be celebrated in thanksgiving for the harvest. 

In many schools All Souls' Day, which comes the second 
day after Halloween, is celebrated instead of Halloween. The 
observance of this day can be given a good deal of educational 
value. The usual plan of observing the day is founded upon 
the thought that All Souls' Day is the day upon which all 
departed souls may return to the earth for a few hours. The 
class wishing to observe All Souls' Day selects certain historical 
personages whom they wish to "recall." Extracts from the 
writings may be read or recited if the person was an author. 
Or if a painter has been selected, copies of his work may be 
shown. If a musician his compositions may be performed. In 



78 A PRACTICAL RECREATION 

some such way as this All Souls' Day can be interestingly ob- 
served without any previous preparation, merely by having 
discussions of the work of the person that it has been decided 
to "recall." 

This method of observing the day can be easily adapted to 
any grade, as the teacher needs only to "recall" personages 
known to the pupils. Primary children might recall Eugene 
Field and Robert Louis Stevenson, Froebel and some of the 
painters of the Madonna and Child. 

Thanksgiving Day 

While our observance of Thanksgiving Day is a strictly 
American custom originated by the Pilgrim Fathers it is well 
to bring to mind that some sort of festival in thanksgiving for 
the bounty of the harvest is a universal custom. The English 
have their Harvest Home and the Jewish people their Feast of 
the Tabernacles. Almost every European country has some way 
of celebrating this season. Many countries have folk dances 
that belong peculiarly to the harvest merrymaking. 

Any number of picturesque drills can be worked out for 
Thanksgiving such as a "com" drill, or a "fruits of the harvest" 
drill. Descriptions of the latter are given in Thanksgiving 
Entertainments compiled by Joseph C. Sindelar. 

The first part of Hiaivatha, Hiawatha's Childhood, can 
easily be dramatized and presented by children for a short 
group exercise for Thanksgiving Day. 

An interesting way to recall the period of the first Thanks- 
giving in America is to have children represent little Pilgrims, 
each taking the part of one of the early residents of Plymouth ; 
John Carver, the first governor of Plymouth; John Alden; 
Priscilla; Massasoit, the Indian chief, etc. 

Some of the customs of celebrating the English Harvest 
Home can easily be looked up and adapted. 

Christmas 

With all the wealth of folk-lore available that many Chris- 
tian lands have contributed to the Christmas story, it is a pity 
that in so many communities the conventional tinselled tree, 
bewhiskered Santa Claus and grandmother's stocking are the 
only symbols of Christmas the children know. 



MANUAL FOR SCHOOLS 79 

A pleasing variation of the Christmas tree observance Tiiay 
be had by using a live tree out of doors and singing carols 
around it, as has been done in a number of cities the past two 
years. 

An interesting program might be worked out by the chil- 
dren themselves by having them look up some weeks in ad- 
vance the Christmas customs of other countries, some of which 
could then be adapted, at the teacher's discretion, to their own 
observance of the day. 

A suggestion is given somewhere that the children work 
dtit a festival from the information they have looked up, each 
child representing a country, the whole to be called "When all 
the world is kin." 

Bibliography 

Book of Christmas, published by Macmillan Company. 

A New Year's Pageant of Good Resolutions. 

When Mother Lets Us Play, by Angela M. Keyes. 

Holiday Entertainments, by Charles Shoemaker, contains 
three Christmas plays: "Santa Claus Outwitted"; "Seeing 
Santa Claus" ; "In Santa Claus Land." 

Valentine's Day 

Children always want to observe Valentine's Day, and 
there is really nothing of historic interest that is connected with 
it. According to tradition the observance of the day came 
down from pagan times and its customs have nothing to do 
with the saintly St. Valentine, for whom it was named. Some 
literary arid historic value can be given to the day's exercises, 
however, by telling in some form or another the story of some 
of the world's famous lovers. This can be done by a costume 
party or simply by reading or telling the tales, or in the form 
of a pageant or procession. 

Among the famous lovers of history and literature are: 
Dante and Beatrice; Romeo and Juliet (Shakespeare) ; Pris- 
cilla and John Alden (Longfellow's Courtship of Miles Stan- 
dish) ; Elizabeth and Robert Browning; Evangeline and Gab- 
riel (Longfellow's Evangeline) ; Hiawatha and Minnehaha 
(Longfellow's Hiawatha) ; Lochinvar and Ellen (Scott's Loch- 
invar) ; Lord Ronald and Lady Clare (Tennyson's Lady 
Clare) ; John Ridd and Lorna Doone (Blackmore's Loma 
Doone) ; Enoch Arden and Annie (Tennyson's Enoch Arden) ; 



80 A PRACTICAL RECREATION 

George and Martha Washington. Beatrice and Benedict (Much 
Ado About Nothing) ; Audrey and Touchstone (As You Like 
It), and Ichabod and Katrina (Irving's Legend of Sleepy Hol- 
lotv) might be brought in to give a touch of humor to the love 
tales. 

Poems Suitable for Tableaux 

Riley, J. W. : An Old Sweetheart of Mine. 
Whittier, J. G. : Maud Muller. 
Longfellow, H. W. : Evangeline. 
Scott, Sir Walter : Lochinvar 
Tennyson, Alfred : Enoch Arden. 

Bibliography 

Merington, Marguerite : Holiday Plays. 
Reisner, C. F. : Social Plans for Young People. 
Bugbee, W. N. : Successful Entertainments. 
Brooks, E. S. : Storied Holidays. 

Washington's and Lincoln's Birthdays 

The birthdays of Washington and Lincoln should be taken 
advantage of primarily to acquaint the children in some ever- 
to-be-remembered way with the work and lives of our coun- 
try's greatest patriots. As the two days come so close together 
it may be advisable to plan for their observance together on one 
or the other date. 

There is much material from which to select programs for 
these days. Some of Lincoln's letters, not so well known as 
his addresses, are literary masterpieces and should be studied 
with care. 

Several well written playlets are available that are especial- 
ly suitable for school entertainments. 

Plays 

Abraham Lincoln: Rail Splitter. A one-act play, ten char- 
acters. (See McKay : "Patriotic Plays and Pageants for Young 
People.") 

Andrews : The Perfect Tribute. (A story of Lincoln's life 
that could be easily dramatized.) 

Atkinson : Lincoln's Love Story. 

Betsy Ross and her interview with Washington at the time 
the first American flag is said to have been made. (See Mer- 
ington, Marguerite: "Holiday Plays.") 



MANUAL FOR SCHOOLS 



George Washington's Fortune. (Six characters, one-act 
play.) (See McKay : "Patriotic Plays and Pageants for Young 
People.") 

The Man Without a Country — E. E. Hale. (For sugges- 
tions for dramatization see Chubb: "Festival Plays.") 

Tableaux 

The Signing of the Declaration of Independence. 

The First Celebration of His Birthday. (See Deems "Holy 
Days and Holidays.") 

Training for Greatness showing scenes representing the 
early experiences of Lincoln's life. (See Marden: "Stories 
from Life," pp. 210-36.) 

The Surrender of Lord Cornwallis. 

Washington's Farewell to His Officers. 

The Boston Tea Party. 

William Tell and Gessler. 

The Fall of the Bastile. 

The Victory at Bannockburn. 

Signing the Declaration of Independence. 

The Spirit of '76. 

Pageants 

Scenes may be worked out representing Lincoln from boy- 
hood to martyrdom. Intersperse with two or three of Lin- 
coln's last speeches. 

Washington's Birthday Pageant — three scenes.' (See Mer- 
ington: "Holiday Plays") ; 20 characters. 

Pageant of Patriots. (See McKay: "Patriotic Plays and 
Pageants.") 

Bibliography 
Deems, E. M. : Holy Days and Holidays. 
Hill, Frederick Trevor : On the Trail of Washington. 
Mauson, Agnes : Winnowings for Washington's Birthday; 
Winnoivings for Lincoln's Birthday. 

Irving, Washington : Life of George Washington. 
Morgan, James; Abraham Lincoln, the Boy and the Man. 
Whipple, Wayne : The Story Life of Lincoln. 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 83 

Easter 

Doubtless most children learn something of the Christian 
significance of Easter at Sunday school, but the miracle of the 
Eesurrection should in some way be told to them. 

In many places the observance of the Easter season and the 
May Day ideas are combined in a Spring Festival in which 
the phenomenon of Nature's resurrection is predominant. 

The famous egg rolling on the White House grounds at 
Washington is held on Easter Monday. A similar fete can 
easily be carried out on the school grounds or in a park or nat- 
ural grove or meadow. 

An egg hunt probably provides more fun than any other 
form of entertainment for Easter. Each child may be asked 
to bring one colored egg to school. Some of the older girls may 
be delegated to hide the eggs and all the other children may be 
permitted to take part in the hunt. This is one kind of contest 
in which the smallest children have equal chances with the 
larger ones, as their eyes and wits are often keener in hunting 
for hidden things than are those of their elders. 

Variations of the "potato race" may be played with hard- 
boiled eggs, to the great enjoyment of the children. 

May Day 

There is a tendency everywhere to revive the picturesque 
customs attending the observance of May Day. These quaint 
exercises may be used to drive home certain lessons in nature 
lore that will forever impress upon yoiing minds the wonder 
and beauty of the spring awakening and of the great cycle of 
the seasons. 

May Day has been celebrated from very ancient times. In 
planning for the day many interesting customs may be looked 
up. For instance a class may decide to have a Greek May Day. 
The pupils will be surprised on investigating the subject to 
find that many of the games they already know such as blind 
man's buff, were played by the Greeks on holidays. A pretty 
Greek festival for May Day may be worked out by a simple 
dramatization of the story of Ceres and Proserpine. Imper- 
sonations of flowers, such as hyacinth, narcissus and anemone, 
are pleasing to children. 

There are many traditional ways of celebrating May Day 
handed down from the days of Merrie England. Until recent 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 85 

years groups of "Milkmaids," "Chimney sweeps," or Robin 
Hood and his companions, might be seen in their quaint revels 
on the streets of London on May Day. 

The crowning of the May Queen can be made a charming 
feature of the exercises. Perhaps the one old English custom 
that is sure to give pleasure to all is the May Pole dance. A 
simple and easily taught May Pole dance is given with direc- 
tions in Elizabeth Burchenal's Folk Dances and Singing Games. 

The May Day fete is the one big festival day for the children 
in the public schools of New York City. Last year 6,000 little 
girls danced the May Pole dance, using 250 May poles, on the 
green in Central Park. For many of these children May Day 
is the one day in the year when they have an opportunity to 
play on the grass. 

Folk Festivals — May Master Needham, gives many inter- 
esting suggestions for May Day. 

A May Day play, "In Bells and Motley on the May Dawn," 
in Home Plays for Boys and Girls, with other references, are 
given in the bibliography at the end of the book. 

Civic Creed 

God hath made of one blood all nations of men,' and we are 
His children — brothers and sisters all. We are citizens of these 
United States, and we believe our Flag stands for self-sacrifice 
for the good of all the people. We want, therefore, to be true 
citizens of our great country, and will show our love for her by 
our works. 

Our country does not ask us to die for her welfare ; she asks 
us to live for her, and so to live and so to act that her govern- 
ment may be pure, her officers honest, and every corner of 
her territory shall be a place fit to grow the best men and 
women, who shall rule over her. 

— From Three Years with the Poets. 

Peace Day 

May 18 

The "Civic Creed" written by Miss Mary McDowell for the 
children of the University Settlement, Chicago, is a splendid 
thing to put before the children on Peace Day. It might profit- 
ably be learned by a whole class. 

Peace Day means the recognition of a world movement of 
such vast significance to human progress that much effort 



86 A PRACTICAL RECREATION 

might well be spent in trying to make its meaning clear to the 
children. Someone has suggested that in the upper grades the 
pupils be required to write essays on topics that will necessi- 
tate research on the origin and meaning of Peace Day. These 
might be read on Peace Day. Some suggested topics are: 
"What the 18th of May Signifies" ; "The Cost of War" ; "The 
Czar's Plan for Peace"; "Choosing an Umpire"; "The First 
Peace Conference"; "The Second Peace Conference"; "The 
Third Peace Conference" ; "The Nobel Prize." 

Bibliography 
Bulletin of Government Bureau of Education at Washing- 
ton for 1912 and 1913, Nos. 8 and 12. 

Pamphlets of American Association of Conciliation, Sub- 
Station 84 (407 West 117th Street), New York City. 

Independence Day 

While Independence Day comes at a time when school is not 
in session, not infrequently the same persons have the planning 
in hand who have the arranging of programs for other special 
days. 

Sentiment has changed rapidly and radically in regard to 
the old method of celebrating the Fourth of July with much 
noise and great danger. To take the place of meaningless and 
dangerous ways of celebrating, many original and charming 
programs have been worked out in different communities. 

For the village or rural district a community picnic is 
doubtless the best way of getting all the people together for a 
common celebration. But merely getting people together with 
no definite thing in mind for their entertainment beyond the 
lunch basket is useless. A program should be planned that 
will keep as many as possible interested throughout the day. 
Such a program should include a schedule of events for people 
of all ages. But whatever athletic contests or other events may 
be introduced to add interest to the day, the real significance 
of the Fourth of July as the birthday of American Independ- 
ence should be kept always in the foreground. This can be 
done in many ways. An historical pageant or a series of tab- 
leaux depicting Revolutionary scenes may be carried out. Good 
subjects for tableaux are: Washington taking command of 
the American Army ; Betsy Ross making the American Flag ; 
the Boston Tea Party ; Signing the Declaration ; Washington's 



MANUAL FOR SCHOOLS 87 

farewell address to his officers. A band concert of patriotic 
music should be provided and every encouragement given to 
the people to join in the singing of patriotic songs. A feature 
of the program that is always pleasing is a May pole dance, in 
which red, white and blue ribbons are used to wind the pole. 
This can be easily arranged with a little practice beforehand. 
Mention is made of the dance to be used in the suggestions for 
May Day. 

Athletic events should include something for everybody and 
humorous "stunts" should not be overlooked, such as fat men's 
races, sack and potato races and races for married women. 

The Recreation Department of the Russell Sage Founda- 
tion, 400 Metropolitan Tower, New York City, has issued a 
number of publications on the observance of Independence 
Day. Among them are : 

No. 105 How the Fourth Was Celebrated in 1911 (54 
pages). Price 10 cents. 

No. 98 A Sane Fourth of July (8 pages). No charge. 

No. 97 A Safe and Patriotic Fourth of July (24 pages) . 
Price 5 cents. 

No. 70 Independence Day Celebrations (32 pages) . Price 
5 cents. 

No. 62 Fourth of July Injuries and Tetanus (27 pages) . 
Price 5 cents. 

No. 31 A Safer, Saner Fourth of July (31 pages). Price 
5 cents. 




CQ 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



89 



FIELD MEETS 




CHAPTER V 

HE main object of Track and Field Athletics 
is to create an interest in outdoor games and 
recreational exercise, to bring out and enlarge 
upon accomplishments with which pupils are 
by nature endowed, to develop endurance and 
skill through competitive sports and to culti- 
vate in young people a desire for clean, whole- 
some, sportsmanlike contests. Individual schools are encour- 
aged to hold their annual field meets, while groups of schools 
in a community may hold an interscholastic meet during which 
a carefully organized program of track and field events may 
be carried out. This would be preceded by weeks of training 
after school hours in the gymnasium or school yard. 

The work incident to the preparation for a spring field 
meet shows a marked development of the school children in 
physique, character and discipline throughout the year and 
develops a school spirit which no other feature of school life 
can accomplish. 

In making up the field day program, only such events 
should be scheduled for girls as are distinctively suited to their 
sex. The competition between different groups in folk dancing 
might be included, and such races as the Shuttle, All-Up, Hur- 
dle and Pass Ball Relays, run in short distances, are desirable. 
A contest in basket ball throwing for distance and such games 
as Playground Ball, Captain Ball, Basket Ball and Volley Ball 
should be held. Girl contestants should be encouraged to wear 
bloomers and skirt of the same color and a loose-fitting sailor 
"middy." 

All boys in the school should be urged to compete in some 
event or other, excepting those who are physically unfit. This 
avoids the tendency to select and train one or two people in a 
class, thus neglecting the physical training of others. Certain 
minimum standards may be set in each event which a boy must 



90 A PRACTICAL RECREATION 

reach by his training in order to qualify for a place on the 
team. Special events for novices and interclass competitive 
games should be held in order to find opportunity for those not 
destined to become future champions to get something out of 
athletics by competition with others of like ability. 

Participants should be instructed prior to a meet on the 
points of good sportsmanship which should include, especially, 
how to lose with good spirit, never to question the decision of 
an official, and, that the contest is made for the pleasure of 
the sport and not for the purpose of winning at all costs. 

Any of the following events may be scheduled for boys. 
For rules and regulations for field work, reference may be 
made to Spalding's Official Athletic Rules. 

Elementary Schools 
Events for Boys 

85-PouND Class 115-Pound Class 

50-yard dash 70-yard Dash 

Running High Jump . . 8-Pound Shot Put 

Running Broad Jump Running Broad Jump 

360-yard Relay Race 440-yard Relay Race 

100-PouND Class Unlimited Weight Class 

60-yard Dash 100-yard Dash 

Running High Jump 12-pound Shot Put 

Running Broad Jump Running High Jump 

440-yard Relay Race 880-yard Relay Race 

The points are scored for individual and relay events alike 
on a basis of 5 points for firsts, 3 points for seconds, 2 points 
for thirds and 1 point for fourths. 

High Schools 

Events for Boys 

Track Events 

50-yard Dash, Freshman ; 60-yard, Sophomore, 75-yard, Junior 

(Novices) 

100-yard Dash (Novice) 220-yard Run 

220-yard Run (Novice) 440-yard Run 

100-yard-Dash 880-yard Run 

120-yard Hurdle Race (ten hurdles, 3 feet 6 inches) 
220-yard Hurdle Race (ten hurdles, 2 feet 6 inches) 



MANUAL FOR SCHOOLS 91 

100-lb. Relay Race (four-boy team — each boy to run 110 yards) 
120-lb. Relay Race (four-boy team — each boy to run 220 yards) 
Unlimited weight Relay Race (four-boy team— each boy to run 
440 yards) 

Field Events 

Running High Jump Running Broad Jump 

Putting 12-pound Shot Pole Vault 

Discus Throw (Greek style) 



The Athletic Badge Test for Boys 
What It Does 

Every boy ought to be physically efficient. 

Specialized athletics have developed remarkable American 
athletes, but they have done most for those who needed athletic 
training least. 

Every boy ought to try to reach a certain minimum phys- 
ical standard. Such standards have been formulated by a com- 
mittee of experts and are here presented. 

Every boy passing the tests is authorized to wear this 
badge, which stands for physical efficiency. 

Every boy wearing this badge, as he meets another boy — 
even though their homes be on opposite sides of the continent — 
when he sees the badge upon the other boy, knows that they 
have had the same tests, and feels a certain comradeship. 

In these days the boy who makes himself physically efficient 
is preparing himself for efficient citizenship later. 

It is hoped that once a year in each city there can be a meet- 
ing of the boys who have qualified in previous years to welcome 
those who have just qualified. It would not be unfitting in our 
American cities as in the cities of ancient Greece for the leaders 
in the city's life to make such a time a notable annual event. 

In some cities the physical standard of the boys has been 
made much higher because of these tests — sometimes thirty per 
cent higher. To achieve the same result nationally would 
enable America to continue to have in these days of city life, 
the pride in the physical fitness of her boys which she formerly 
had in the pioneer days. 



92 A PRACTICAL RECREATION 

The Athletic Badge Test for Boys 

The Playground and Recreation Association of America has 
adopted the following as standards which every boy ought to 
be able to attain : 

First Test 
Pull Up (Chinning), 4 times. 
Standing Broad Jump, 5 feet, 9 inches, 
60-yard Dash, 8% seconds. 

Second Test 
Pull Up (Chinning), 6 times. 
Standing Broad Jump, 6 feet, 6 inches. 
60-yard Dash, 8 seconds. 
Or 100-yard Dash, 14 seconds. 

Third Test 
Pull Up (Chinning), 9 times. 
Running High Jump, 4 feet, 4 inches. 
220-yard Run, 28 seconds. 

As these standards have been tested in the public schools 
of several cities, it has been found that boys of 12 years of age 
should be able to qualify for the badge under the first test, 
elementary school boys of 13 years and over for the second 
test, and high school boys for the third test. It does not seem, 
however, to those who have had experience with this form of 
athletics, that the different standards should be limited to these 
age groups. Accordingly, no age or even weight limit is fixed. 
Any boy may enter any test at any time. 

Similar tests are now in use in many cities and in some 
country districts. The Association has attempted through a 
committee of experts from different parts of the country to 
establish standards which would be simple, consist of events 
which are interesting, and be generally acceptable. The tests 
require only simple apparatus, a comparatively small space. 
They can be conducted in a short period of time even with a 
considerable number of boys, and the measure of each boy's 
performance can be accurately determined. 

Contests 

The following general rules shall govern the final competi- 
tion: 

No boy is permitted to receive more than one badge for any 
grade in any one year. 



MANUAL FOR SCHOOL S 93 

It is necessary to qualify in all three events in any one class 
in order to win a badge. 

There shall be but one trial in chinning, one in dashes, and 
three in the jumps. 

1. Pull Up (Chinning) 

A portable chinning bar in a doorway, a horizontal bar in 
the gymnasium or the rungs of a ladder set at an angle against 
a building may serve the purpose. 

Each contestant begins with his hands on the bar. Then 
with his arms straightened at full length he pulls himself up 
without a kick, snap, jerk, or swing, until his chin is above the 
bar. Lowering himself again until his arms are straight, he 
repeats the "Pull Up." 

2. Standing Broad Jump 

Whenever possible it is best to prepare a jumping pit by 
digging up a piece of ground about 4 feet by 25 feet and have a 
wooden or metal strip 2 inches by four inches imbedded in the 
ground at one end of the pit flush with the surface, to serve as 
a "take off." It is also well to mark off 5 feet 9 inches and 6 
feet 6 inches from the "take off." Each competitor is allowed 
three jumps, his best jump being taken as his record. 

"The feet of the competitor may be placed in any position, 
but shall leave the ground once only in making an attempt to 
jump. When the feet are lifted from the ground twice, or two 
springs are made in making the attempt, it shall count as a trial 
jump without result. A competitor may rock back and for- 
ward, lifting heels and toes alternately from the ground, but 
may not lift either foot clear of the ground, nor slide either 
foot along the ground in any direction." (The rules quoted are 
with slight adaptation the rules laid down in the Official Hand- 
book of the Public Schools Athletic League.) 

3. 60- Yard Dash, 100- Yard Dash and 220-Yard Run 
A stop watch is necessary for timing the boys in this event. 
Under the direction of a starter each individual competitor 
takes his position on the starting mark. The starter gives the 
signal by saying: "On the mark," "Get set," "Go." At the 
word "Go," the timekeeper starts his watch. As the runner 
crosses the finish line (60 yards, 100 yards or 220 yards from 
the starting line) , the timekeeper stops his watch. The time 
indicated on the stop watch is the runner's time. 



94 A PRACTICAL RECREATION 

"A false start is one where any part of the person of a 
competitor touches the ground in front of his mark before the 
starter purposely gives his signal. The third false start shall 
disqualify the offender. The competitor shall keep his hands 
behind the mark assigned to him." 

4. Running High Jump 

"The bar shall be a thin stick and shall rest on pins which 
shall project not more than three inches from the uprights. 
When this bar is removed, it shall constitute a trial jump 
without result." 

"The height shall be measured from the middle of the bar 
to the ground on a direct line." 

"Each boy shall be allowed three trial jumps at each 
height." 

"Running under the bar in making an attempt to jump 
shall be counted as a balk and three successive balks shall con- 
stitute a trial jump." (Official Handbook of the Public Schools 
Athletic League.) 

The following order of events is suggested : Pull up (chin- 
ning), jumping, running. 

Badges 

The badge for the first test is distinguished by one star in 
the space below the hurdler, the badge for the second test by 
two stars below the hurdler, the badge for the third test by the 
Greek word "AP12T0N" below the hurdler. All the badges 
are in bronze. The feeling has been strong that the badges 
should be simple and beautiful, but should not in themselves 
have intrinsic value, that the value should be in what the badge 
stands for. In designing this badge for the boys of America, 
Dr. R. Tait McKenzie has rendered a large service. 

The Association recommends that each boy passing the 
tests be allowed to pay for his own badge just as a young man 
or woman at college elected to Phi Beta Kappa pays for the key 
awarded. 

Prices 

The price, postpaid, either singly or in quantity, is fifteen 
cents each. 

Ordering Badges 

Public schools, private schools, playgrounds, evening recrea- 
tion centers, settlements, church organizations, and other organi- 



MANUAL FOR SCHOOLS 95 

zations of good standing in. any city, town, village or rural com- 
munity may use the test adopted by the Association and certify 
on blanks furnished by the Association, the names and addresses 
of boys passing the tests, ordering the number of badges of each 
kind required. 

The American Committee on Athletic Standards for Boys 
will pass on each list certified. If such list is accepted by the 
committee, the badges ordered will be forwarded on receipt of 
the money for such badges. The Association will reserve the 
right to test boys whose names have been sent in if in the judg- 
ment of the committee it seems desirable to do so. The Associa- 
tion will expect those certifying these lists to exercise the great- 
est possible care. The object in passing on each list is so far as 
possible to make sure that badges shall go only to such boys as 
have passed the tests required. 

— Athletic Committee, 
Playground and Recreation Association of America. 

The Athletic Badge Test for Girls 

The Playground and Recreation Association of America has 
adopted provisionally the following as standards which every 
girl ought to be able to attain : 

First Test 
All-up Indian Club Race, 30 seconds. 
Basket-ball Throwing, 2 goals out of 6 trials. 
Balancing, 24 feet, 2 trials. / 

' Second Test 
All-up Indian Club Race, 28 seconds. 
Basket-ball Throwing, 3 goals out of 6 trials. 
Balancing (bean-bag on head), 24 feet, 2 trials. 

When Indian Clubs are not available, the Potato Race may 
be substituted: 

For First Test, 140 yards, 42 seconds. 
For Second Test, 140 yards, 39 seconds. 

The events used in Philadelphia, New Orleans, Tacoma, 
Chicago, Cincinnati, Newark and New York City, as represen- 
tative of the tests used in city schools ; those prepared by Miss 
Anna M. Morgan for Ulster County, New York, as representa- 
tive of rural communities, both supplemented by the report of 
the investigation of athletics for girls made by Mrs. Frank M. 
Roessing and Miss Elizabeth Burchenal, were used as a basis 
in preparing the athletic badge test for girls. 



96 A PRACTICAL RECREATION 

The athletic sports of the girls. in the rural communities 
begin largely in the schools. There are 226,000 one-room rural 
schools in the United States and because of lack of gymna- 
sium equipment and dressing-room facilities, events requiring 
bloomers and bathing suits are not advisable. There are many 
splendid events which cannot be used nationally. For instance, 
rowing, swimming and other water sports are as impossible in 
many sections of the prairie countries as are skating and skiing 
in the South. Archery, golf, field hockey, horseback riding and 
tennis have been found to be quite beyond the means at the 
disposal of the majority of school girls in both city and country. 
There are communities in which any form of dancing does not 
meet with approval. 

In view of the above facts, only two tests have been decided 
upon. As there are agencies at work to encourage the devel- 
opment of play leaders and the use of various sports in all 
communities, the third test has been left open for further 
suggestions. 

Tests 

There are no height, weight or age limits in the Athletic 
Badge Test for Girls. The following general rules shall govern 
the final tests : 

There shall be but one trial in each event, except the balanc- 
ing, in which two trials are allowed. 

It is necessary to qualify in all three events in either class 
in order to win a badge. 

No girl is permitted to receive more than one badge in any 
one year. 

Directions for Events 

All-Up Indian Club Race 

Draw two tangent circles, each three feet in diameter. In 
one of the circles place three one-pound Model B Indian Clubs. 
At a point thirty feet distant from a line passed through the 
center of the circles, and parallel to it, draw a line' to be used 
as a starting line. 

On the signal the girl runs from the starting line, transfers 
the three clubs, one after the other, to the vacant circle, and 
runs back to the starting line. Three such trips are made, 
finishing at the starting point. The girl is permitted to use 
but one hand in transferring the clubs. 



MANUAL FOR SCHOOLS 97 

To win a Class "A" badge, a girl must make the three trips 
to the circles in 30 seconds. 

To win a Class "B" badge, a girl must make the three trips 
to the circles in 28 seconds. 

Basket Ball Throwing 

The regular basket ball goal may be used. It should be 
placed ten feet above the ground and extend six inches from 
the surface to which it is attached. 

From a point directly under the center of the goal, draw a 
semi-circle with a radius of fifteen feet, for a throwing line. 

The girl may stand at any point outside of but touching 
the throwing line. On the signal she throws for the goal, runs 
and picks up the ball and runs back of the line and makes the 
next throw. 

To win a Class "A" badge, a girl must make two goals out 
of six trials. 

To win a Class "B" badge, a girl must make three goals out 
of six trials. 

Balancing 

Any standard balance beam may be used, or a 2x4-inch 
plank, set on the two-inch side, but the length should be twelve 
feet. 

There is no time limit in this event, but there should be an 
endeavor to meet the requirements promptly, without haste, 
and with perfect poise. 

For Class "A" : The girl starts from center of beam, walks 
forward to end; without turning, walks backward to center; 
turns and walks forward to other end; turns and walks for- 
ward to starting point. 

For Class "B" : With a bean-bag balanced on her head, the 
girl starts from center of beam and walks forward to end; 
turns and walks forward the entire length of the balance beam ; 
without turning, walks backward to starting point. 

Potato Race 
On a direct line draw four circles, each twelve inches in 
diameter and five yards apart from center to center. Five 
yards back of the center of the first circle and at right angles 
to the direct line, draw a line to be used as the starting line. 
This is also the finish line. 



98 A PRACTICAL RECREATION MANUAL FOR SCHOOLS 

On the first circle place a basket or other receptacle not 
over two feet in height and with an opening not exceeding 
three feet in circumference. 

On the signal the girl runs from the starting line, takes one 
potato from the basket and places it in the first vacant circle 
(the one nearest the basket) ; runs back to the basket, passes 
between it and the starting line ; takes the second potato from 
the basket and places it in the second circle; returns to the 
basket, passes between it and the starting line ; takes the third 
potato from the basket, places it in the third circle and runs 
back to the starting line. From the starting line she runs to 
the first circle, picks up the potato and replaces it in the basket, 
passes between the basket and the starting line, runs to the 
second circle, picks up the potato and replaces it in the basket, 
runs to the third circle, picks up the potato, replaces it in the 
basket and runs across the finish line. 

If a potato is dropped anywhere but in the circle where it 
should be placed or in the basket, it must be picked up and 
properly placed before another is touched. 

To win a Class "A" badge, a girl must cross the finish line 
within 42 seconds from the time the signal to start is given. 

To win a Class "B" badge, a girl must cross the finish line 
within 39 seconds from the time the signal to start is given. 

Badges 
The badges are being prepared and will soon be ready for 
distribution. 



A PRACTICAL RECREATION MANUAL FOR SCHOOLS 



101 



THE SOCIAL CENTER 



CHAPTER VI 





1 


T 


ffpy .tO-^ 


-2 


2:-^^ 



HE idea of the social center has grown out of 
the need — apparent to anyone who gives the 
subject a moment's thought — for a neighbor- 
hood get-together place. Our form of govern- 
ment in America, national, state, county and 
town, had its beginning at a time when the 
citizens could get together and talk things over, 
afterward voting on what was to be done in any emergency. 
The town meeting of the New England colonies shaped the 
laws that form the foundation of our democracy. The point 
is that the people got together and talked over questions of com- 
munity interest — afterwards voting on such questions. With 
the growth of towns and cities the town meeting for all the 
citizens became more and 'more unmanageable, until the town 
hall, with all it stood for, has become a tradition. America 
has retained however, the democratic institution — the ballot 
box — that in the beginnings of our democracy took for granted 
the free discussion of public matters before voting. 

Out of this abandonment of a common forum for the discus- 
sion of public affairs, has grown the spoils system of American 
politics. The voters in towns and cities coming to feel that 
there were too many of them to get together in a town meeting, 
and in the rural districts that they were too far apart, grad- 
ually abandoned the attempt and left the matter of talking over 
and planning affairs of government to those who had time and 
inclination — in short, to those who made politics a business. 
Hence matters of vital importance to all the citizens of a com- 
munity have been repeatedly left for discussion and settlement 
to a small group of "interested citizens" meeting, perhaps, in 
the back room of a saloon. 

Leaders of political thought are everywhere beginning to 
realize that unless we get back to something like the true 



102 A PRACTICAL RECREATION 

democracy that existed in America in the earliest days of the 
history of this country, the republic cannot last. It was because 
of this realization that all three of the great political parties 
endorsed the social center idea during the last presidential 
campaign. It was with this thought in mind that Governor 
Hughes of New York said in addressing a social center meet- 
ing: "I am more interested in what you are doing and what 
it stands for than anything in the world. You are buttressing 
the foundations of democracy." 

In drifting away from the town hall plan and letting the 
little group in the saloon, the politicians in their headquarters 
or the newspaper publishers (who are influenced by a variety 
of motives not necessarily for the welfare of the community) 
do our talking and thinking for us on public matters, we have 
overlooked the fact that a natural social center (for a social 
center is merely a common meeting place for the interchange 
of ideas) stands waiting for us and is ours for the taking. 

The school house is of course the natural social center. In 
Oregon there is supposed to be a school house within walking 
distance of every child. If within walking distance of every 
child, it is surely within reach of every adult citizen. The 
school district is therefore the natural neighborhood unit. 
Politically the neighborhood unit is of course the voting pre- 
cinct. If precinct boundaries and school district boundaries 
were identical, the matter would be still further simplified. 
But for reasons more patent to the gerrymandering politicians 
than to the average voter this is not the case. 

The school house is therefore the natural social center of 
the neighborhood because it is accessible to every man, woman 
and child in the neighborhood and because it belongs to the 
people of the neighborhood. Also because it has been paid for 
by the whole community and should be put to use for the bene- 
fit and enjoyment of the whole community. 

The architecture of the school building has been treated 
elsewhere in this volume under the head "Types of School 
Buildings." But a word might be said here of the need for 
constructing school buildings with the idea in mind of their 
use as social centers. It would surely be a matter of economy 
in the end to combine, in the construction of the school build- 
ing, facilities for its use as a school, a polling place, a public 
hall for speeches and music, a library and a gymnas um. 



MANUKA L FOR SCHOOLS 103 

Not only should such a building be planned with all these 
uses in mind but there should be given to the structure some- 
thing of that architectural dignity that rightly belongs to the 
tangible things that express our community life. The school 
house should be the Capitol of the district and should possess 
the dignity and beauty of a worthy public edifice. We are 
a materialistic people and who shall say that our custom of 
casting our votes (that is to say, of giving expression to our 
ideal of government) in livery stables, abandoned stores and 
the like, has not had its effect in besmirching our political 
institutions ? 

Organization 

But a fitting structure for the carrying on of all the activ- 
ities the social center idea implies will only come when the need 
of such a building has been fully demonstrated. This can only 
be done by the most careful and tactful drawing together of 
neighborhood interests in the common meeting place, however 
inadequate that place may be in the beginning. And now comes 
the crucial point of the whole matter — leadership. The right 
sort of leader is the all important factor in establishing a social 
center. 

If "wishes were horses," one would most ardently wish that 
upon each school distirict of Oregon there might descend an 
ideal personage, possessing the general information of an ency- 
clopedia, endowed with the organizing genius of a Napoleon, 
the patience of a Job and the tact of a wise woman — who should 
thereafter act as civic and social secretary of that district. But 
lacking this paragon of all the virtues or even an ordinary mor- 
tal equipped with a thorough knowledge of advanced educa- 
tional methods and having social training, the difficult task of 
organizing the district into a social unit falls upon the shoulders 
of whoever is willing to sacrifice personal interests for com- 
munity good. More often than anyone else the person to under- 
take the beginnings of social center work is the school princioal. 
In many districts in Oregon the principal will be enthusiastic- 
ally backed up in his efforts by the school board or the county 
superintendent or his supervisors. In all cases he will receive 
help to the limit of their capacity to extend it, from the State 
Superintendent, and from both the University of Oregon and 
the Oregon Agricultural College. 



104 A PRACTICAL RECHEATION 

How to Begin 

The plan of procedure is comparatively simple in the telling 
and difficult enough in the doing. The principal, or whoever 
attempts to make of the school house a social center, should 
first acquaint himself with the needs and resources of the dis- 
trict. He should ascertain what organizations exist — granges, 
lodges, political, social or industrial clubs, musical, literary or 
recreational societies. He will probably find that there are 
already plenty of organizations — perhaps too many — but that 
the need is for them to co-operate. More than likely the investi- 
gator will find that most or all of the organizations are strug- 
gling under the disadvantages of unsuitable meeting places. 

Adult Organization 

The next step of the organizer of the center should be to 
bring together the people of the neighborhood. Ideally the 
general organization should include every adult resident of the 
district. Practically, if anything like a complete enrollment 
is out of the question, it should include representation of all 
the organizations already existing. 

All of these people should be called together at a mass meet- 
ing, carefully planned to bring out as many as possible. At 
this first meeting a temporary chairman and secretary should 
be elected and there should be someone prepared to explain 
simply and clearly the purpose of the meeting and the need of 
a permanent organization for the conduct of the center. It is 
desirable to secure a speaker, already familiar with social cen- 
ter work, from the University or the Agricultural College or 
elsewhere to assist in the preliminary organization. 

Responsibility for the civic and recreational welfare of the 
neighborhood should be placed upon this adult organization. A 
board of directors elected by this body might well undertake 
the management of the center. 

The idea is not to form nev/ organizations when enough 
already exist, but to focus the interests of the neighborhood in 
a common meeting place. A general adult organization made 
up of all the voters of the district, or otherwise thoroughly rep- 
resentative of neighborhood interests, seems almost necessary. 

But if there are not already organizations existing among 
men and women, boys and girls, it is well to form Chapters or 
Circles that will be identified with some larger movement. 



MANUAL FOR SCHOOLS 105 

chiefly for the reason that the form of organization has already 
been worked out. The women may well band themselves into a 
circle of the Parent-Teacher Association, A pamphlet of sug- 
gestions relating to the organization of these groups in rural 
schools was issued in September, 1913, by the Superintendent 
of Public Instruction. 

Information in the organization of boys' and girls' indus- 
trial clubs may also be had from the Superintendent. The 
national organization best fitted for boys' clubs having a 
variety of interests is doubtless the Boy Scouts of America. All 
information about the Boy Scouts may be secured from Boy 
Scout Headquarters, 200 Fifth Avenue, New York City. 

The national organization for girls is the Camp Fire Girls, 
118 E. 28th Street, New York City. The activities for girls 
outlined by the Camp Fire organization are splendidly calcu- 
lated to develop the whole girl, physically, domestically and 
ethically. A similar organization, which lays special emphasis 
on out-of-door life, is the Oregon Trail Girls. The plan of the 
Oregon Trail Girls has been especially worked out with a view 
to the needs of girls of this state and appeals strongly to them. 
All particulars concerning it may be secured by writing to the 
Physical Training Department of the University of Oregon. 

All social center activities should be planned primarily for 
those who are not in school, for the older boys and girls and 
the fathers and mothers, for these are the ones who most 
need social and recreational life. But they in turn should feel 
their responsibility toward the children who use the buildings 
and grounds at other hours, and there should be many functions 
and festivals planned for old and young to enjoy together. 

Imagine for a moment a neighborhood — for the sake of a 
unit we may call it a school district — united in the interest of 
fathers and mothers, sons and daughters, meeting together in 
a place that shall be to them capitol, library, gymnasium, art, 
music and recreation center, with a determination to make the 
physical aspects of building and grounds fit their aspirations ; 
what ideals for the enrichment of their community life are 
beyond reach ? 

Bibliography 
The books listed here may all be secured from the Oregon 
State Library at Salem. There are many copies of some of 
these books available there. The State Library will loan books 



106 A PRACTICAL RECREATION 

singly or in lots to any individual, club, school, society, or any 
responsible organization in the state of Oregon, upon request. 
The single books are loaned for three weeks with privilege of 
renewal for two weeks and groups of books are loaned to clubs 
for the club year or to organizations for special purposes from 
two to three months. These books may also be sent out with 
the regular traveling libraries in the state. All books loaned 
by the State Library are loaned without charge but the bor- 
rower must pay transportation both ways. Books are now 
subject to parcel post rates, which materially lower the charge 
within the immediate zone in the vicinity of the library. 

The State Library also has thousands of clippings and dia- 
logues, plays and material for programs for special days. Most 
of these are kept in clipping form as the postage is less in that 
way. These things are loaned in small packages in accordance 
with the rules of the library. 

All of the books mentioned in this list and any number of 
others on these subjects may be secured from the Public 
Library of Portland. The Portland Library is a county institu- 
tion and all of these books are available for use in any school 
in Multnomah County. 

Books in Oregon State Library on Plays and Play- 
grounds, Folk Festivals and Folk Dances 

150-G89 — Groos: The play of man; translated, with author's co-opera- 
tion, by Elizabeth L. Baldwin; with preface by J. Mark Baldwin. 

371.74-A51 — American Academy of Political and Social Science: Public 
recreation facilities. (Annals of American Academy, Vol. 35, No. 
117;i, 2 copies. 

371.74-A58 — Angell : Play, comprising games for the kindergarten, 
playground, schoolroom and college; how to coach and play girls' 
basket ball. 

371.74-B22 — Bancroft: Games for the playground, home, school and 
gymnasium. 

371.74-B31 — Bates: Pageants and pageantry; with introduction by Wm. 
Orr. 

371.74-B89 — Burchenal: Folk-dances and singing games; 26 folk-dances 
in Norway, Sweden, Denmark, Russia, Bohemia, Hungary, Italy, 
Enjyland, Scotland and Ireland, with music, etc. 

371.74-037 — Charities and the Commons: Special number on play; 
2 copies. 

371.74-C47 — Chubb and Others: Festivals and plays in school and else- 
where; illustrated. 

371. 74-C84— Craig: The dramatic festival. 



MANUAL FOR SCHOOLS 107 



371.74-C85 — Crampton: The folk dance book, for elementary schools, 
classroom, playground and gymnasium; compiled by Crampton. 

371.74-C855 — Crawford: Folk dances and games. 

371.74-G95— Gulick: The healthful art of dancing. 

371.74-H67 — Hofer: Popular folk games and dances for playground, 
vacation school and schoolroom use. 

371.74-H67c — Hofer: Children's singing games, old and new. 

371.74-H67p — Hofer: Constructive playground course for University of 
California experimental playground. 

371.74-J63 — Johnson: Education by plays and games; 4 copies. 

371.74-J63W — Johnson: What to do at recess; 11 copies. 

371.74-K15 — Kastman and Kohler: Swedish song games. 

371.74-L53 — Leland and Leland: Playground technique and playcraft. 
Vol. 1. 

371.74-L63 — Lincoln: The festival book; May-day pastime and the May- 
pole; dances, revels, and musical games for the playground, school 
and college. 

371.74-M31 — Mann: School recreations and amusements. 

371.74-M46 — Medart: Catalogue Z of steel playground apparatus. 

371.74-M54 — Mero: American playgrounds, their construction, equip- 
ment, maintenance and utility. 

371,74-N16 — Narragansett Machine Co: Catalogue H3; playground ap- 
paratus; 2 copies. 

371.74-N28- — Needham: Folk festivals; their growth and how to give 
them. 

371.74-N49 — Newton: Graded games and rhythmic exercises for pri- 
mary schools (for the schoolroom and playground) . 

371.74-P25 — Parsons: Plays and games for indoors and out. 

371.74-P42 — Perrin and Starks: A handbook of rhythmical balance ex- 
ercises. 

371.74-P69 — Playground Association of America: Proceedings and 
yearbook; 1908-09, Vols. 2, 3 (Nos. 3, 7). 

371.74-S14 — St. Paul Playgrounds Commission: Annual report 1906, 3d, 
1907. . 

371.74-S24— Sargent: Physical education. 

371.74-S73a — Spalding & Bros.: All-steel playground apparatus; 2 

copies each. Catalogues X, X-2, X-3. 
371.74-S73p— Spalding & Bros.: Playtime; 15 copies. 
371.74-S81 — Games and dances; a selected collection. 
371.74-T64— Tothill : Tothill's special playground catalogue. 
371.74-U58 — U. S. Philippine Islands Educational Bureau: Athletic 

handbook for the Philippine schools. 
371.74-W75p — Wisconsin Department of Public Instruction: Plays and 

games for schools; issued by C. P. Cary, State Superintendent. 



108 A PRACTICAL RECREATION 



THE USE OF LEISURE 



An hour of play discovers more than a year of conversation. 

It is well to leave off playing when the game is at its best. 

The rule of my life is to make business a pleasure and pleas- 
ure my business. 

— Aaron Burr. 

The bow that's always bent will quickly break ; 
But if unstrung 'twill serve you at your need, 
So let the mind some relaxation take 
To come back to its task with fresher heed. 

— Phaedus Fables. 

Sweet recreation barred, what doth ensue 
But moody and dull melancholy, 
Kinsman to grim and comfortless despair ; 
And at her heels a huge infectious troop 
Of pale distempers, and foes to life? 

— Shakespeare, Comedy of Eri-ors. 

Cleave to pleasures of the present. Adam, judging otherwise. 
Lost his altered house of Peace, the lovely lawns of Paradise. 

— Sir Edwin Arnold. 

God made all pleasures innocent. 

— Mrs. Norton. 

♦est* 
Take all the pleasures of all the spheres and multiply each 
through endless years, one minute of Heaven is worth them all. 

The most delicate, the most sensible of all pleasures con- 
sists in promoting the pleasures of others. 

— La Bruyere. 



MANUA L FOR SCHOOLS 109 

He that will make a good use of any part of his life, must 
allow a large portion of it to recreation, 

■ — Locke. 

It must alv/ays be remembered that nothing can come in to 
the account of recreation that is not done with delight. 

— Locke, on Education. 

Remembered joys are never past. 

Who first invented work, and bound the free and holiday- 
rejoicing spirit down to that dry drudgery at the desk's dead 
wood? —Charles Lamb. 

A merry heart doeth good like a medicine. 

It is doubtful if a great man ever accomplished his life work 
without having reached a play interest in it. 

— Johnson. 

The play of children has the mightiest influence on the 
maintenance or non-maintenance of laws. 

—Plato. 

We want to bring it about that the American working man 
shall not only make a living but a life — that his success shall 
mean a little more than that he continue to exist a certain time 

and die. —Joseph Lee. 

It is better to play a Jew's-harp than to listen to a 
Paderewski. 

Happy hearts and happy faces, 
Happy Play in grassy places — 
That was how, in ancient ages. 
Children grew to kings and sages. 

— Stevenson. 



Salem, Oregon : 

State Printing Department 

1914 



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